wo 


abies 


ni 


Hage 
ahah §h 
pi 


Wie Basa st) 
Heamtalt 


ws 
Nerd 
ie if 
rit 
at 
hee 


Ns) 


ips > Oe 
pari deepal ; at) 
eran ate hy 


ae: ‘ 


sth 
a 4 
oi 


; Na 
4 
sO tt 
i He 
. 


ao 
Bea 


ra 
Crbenry ane 


Severe te he 
a 


ree 


thy: 
Ate WANE Pe hd 

Nate 
vied pas ta 


ant: 
218 ALT 
‘ eekly 


aiigy 
aed vagy 
eae i 


ati 


tant ta) 


aap 


ea 


te TT 


it He ae 


a vats i 


‘; 4 f 
Varitek) 
wig ide 


a 


My 


a 


Mg 
mith 
rte a 
teria 


/ 
bE} N 4 
AY AN ue: 


“4 
" 


raw ir we 
Ae yebar 
¥ > 


meni 


Sp 


Whe 
vere 
Bet) 


M4 Pus 


i isi! hi i i 
Poaen Ae Lee bt 
Aa aan : 
\ pte nye i pod 


aaa 
H Re Feet 
it se 
iq 
ir 


hee 
deirareed arb 
bWiakt 


« 
Siiosigs 
as. 


ae 
iit 


arid a 
ty: + 
th 


i! 
piitatrenns 


= SES 


= 


: He cage an i 
unanihs 
Da P| 


2s 


jl 


a 


He 
, Hi 
ey 


> } 
hy f bar i) Hy ‘ i oat : 


mies 


hi s ri 


ee 


ul 
AH 


ee 


ae 


y 


stesere 


“Shs 


are 
meet Se. 


| if ; 
dee eure 
f an Oh il i 


y 
0 Ns 
ie ‘hai Pa ah Hy i et 


? neti: 
Ca 
Bae teh 
ene tO 


But fara RRR any 
MAE Hate ee RPE Peanut atte 
iti Inherit + APL iy y3 Hi Hiss 


ee 


DBs * 
NE tat ' Ft Pall abe f 
Coc ea Rea a 
met Ft » iit ie} 
f ‘ Hirt fay 
1g et 


as awl: botahs 
A altiel mye Ps 
pote buys ips Mutant 
eri dicotee 
ony re 


Ly 

ii! av 
i es 
" ant 


preys! 


faa 


+ 
ul 4 Agta’: 

mat Hint ot chaRl, cbt 
RATA uate tun Hat arte 


Ke 
on 


is 


ee 


oh 
2 L 


Vaheas 





a 
ine 
Tih, 


Mee ty s ¢ € Aye 


an 


ee te, 
Aled 





ON Sal vet TS 






4 aly au its 
“4 « 
AN EXPERIMENTAL STUDY OF Kev ossont sense 
SOME BEHAVIOR TRAITS 
OF THE POTENTIALLY 
DELINQUENT BOY 


APLHESIS 


SUBMITTED TO THE DEPARTMENT OF PSYCHOLOGY AND THE COM- 
MITTEE ON GRADUATE STUDY IN THE LELAND STANFORD JUNIOR 
UNIVERSITY IN PARTIAL FULFILLMENT OF THE REQUIRE- 
MENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY 


Pd 
B 


Y 
ALBERT SYDNEY 7 Ag IRN 


May, 1923 


ie ok Ren: 
Py ae 


Eres 
eH 





ACKNOWLEDGMENT 


With the completion of this study I wish to express my indebt- 
edness to Dr. Leta S. Hollingworth and Dr. E. L. Thorndike of 
Teachers College, Columbia University, for introducing me to 
psychological methods of studying educational problems. They 
also made it possible for me to accept the Buckel Fellowship at 
Stanford University, so as to enable me to work under the 
direction of Dr. L. M. Terman at that institution. 

I am especially obligated to Dr. T. L. Kelley and Dr. L. M. 
Terman of Stanford University for providing the facilities for 
the development of my study and for their direction, criticism, 
and guidance. 

As a foreign student in America I cannot but express my 
sincere appreciation for the generous consideration that was 
given me at all times by the university authorities both at Teach- 
ers College, Columbia University, and at Stanford University. 

This study has, in part, been made possible because of help 
received from the Stanford Commonwealth Fund. 


gf ae i 





Digitized by the Internet Archive 
in 2022 with fundingfrom 
Princeton Theological Seminary Library 





* 


https://archive.org/details/experimentalstud00raub yy 


VII. 


TABLE OF “CONTENTS 


Li Sim erapaleg @ Les Clan) Ger ce Ae ae a Ur nye g A een pls 1 
DEVELOPMENT OF TEST MATERIALS AND METHODS. 8 


Tests, INSTRUCTIONS, AND METHODS OF SCORING 


POU VELOCE Drie ee ee ce ck oe ce. ie 22 
DESCRIPTION OFLICREERIMENTI od had an tiee nee as nee 
PREC ORTMOBELES TO OCORES tenn 6 oy aro ed Wen ip cede 59 
STATISTICAL EVALUATION OF RESULTS? .245.<. 055% 80 
AOU TO UATE A VALIDATION) nutetd th teas ot cae or ates hae 101 
SUMMARY AND CONCLUSIONS. JR ese cs eee ess 104 


SUE TOMA PLY oir Oe eae SIR cae a enh Wks. or eb katoi wt seks 106 





RAT aT i) Coe “a fi nm b. MU A? dies) tee Be set aT 








i 2 va 
. ? 
; bees Ley b. oo DEES Te 
' aN ~ WZ: C 
: A ; tia 
‘ ol a Aaigartdee 
- ’ 
A es t i 
1" 
; ‘ 
¥, 
ig 
7 s i 
¢ 
it 
4 
1s 
°7 
¢ 
ay 
; 
s . 
; ; 
‘ é 
t-» ‘ 





CHAPTER I 
INTRODUCTION 


1. Statement of the Problem: 

The purpose of this study was to attempt to devise a method of 
analysis whereby some of the delinquent tendencies in boys could 
be determined prior to the overt expression of such tendencies, 
or rather, before the crystallization of such tendencies and desires 
into permanent habits of thought and action. 

Because of the baffling complexity of the many factors that 
influence the development of human behavior, and because of the 
almost total absence of reliable experimental methods for the 
study of personality (when intelligence testing is excluded), it 
must be stated at once that the development of a method that 
would yield a reliable and valid diagnosis and prognosis for the 
individual was beyond the aim and possibility of the present study. 
The immediate aim was rather the development of experimental 
methods of differentiation between groups that are known to be 
stable, healthy-minded, reliable, and truthful (according to the 
present standards of the school and of society in general), groups 
that are less stable, healthy-minded, reliable, and truthful, and 
those that have already become special charges to society, because 
of their social maladjustment. It is only after such a method of 
differentiation on a broad, though defined, basis has been estab- 
lished, that a more detailed experimental analysis of the factors 
that are prophetic of delinquency within the individual can be 
undertaken. Of course, it might not be overdaring to hope that 
even this method of differentiation on broad lines might 
reveal some of the detrimental factors at work with particular 
individuals. That, however, is of secondary concern in this study. 


2. Review of Experimental Studies of Delinquent Development: 
The problem of delinquency is but a part of the larger problem 
of human behavior and adjustment. The study of the nature and 


2 ALBERT SYDNEY RAUBENHEIMER 


causes of delinquent development has, therefore, gone hand in 
hand with the analysis of character and character development 
in general. 

For a résumé of the literature of character study in broad out- 
line it might be well to refer to a recent publication of Cady.’ 
He lists some of the more important discussions and studies of 
personality under three rubrics: 


‘“T. General studies in character and personality, normal 
and abnormal. 

“TI. Lists of traits and their classification; trait rating; 
systematic observation of personality; statistical 
methods relative to rating. 

“JII. Tests and test batteries for the estimation of char- 
acter traits or personality as a whole.” 


His résumé is not a complete one; and such studies as those of 
Galton,? Heymans and Wiersma,®? Westermark,* Dewey,°® Ach,® 
and Stern‘ should be included. 

When the literature concerned with studies of delinquency is 
more specifically taken in review, one fact becomes very pro- 
nounced, viz., that almost no experimental methods have been 
developed for the early detection of delinquent behavior. Practi- 
cally all of the studies have been of a historical or biographical 
nature, “‘ post-mortem ” analyses of the conditions that were or 
may have been instrumental in bringing about the development. 
These studies have undoubtedly been extremely desirable and 


*Capy, V. M. The Psychology and Pathology of Personality. Jour. of 
Delinquency, Vol. VII, No. 5, 1922. 

*GaLTon, Francis. Inquiries Into Human Faculty and Its Development, 
1883. 

*HeyMANS, G., and WuersMA, E., 1906-9. “Beitrage zur speziellen 
Psychologie auf Grund einer Massenuntersuchung.” Zeitschrift fur Psy- 
chologie, XLII-LI. 

* WESTERMARK, E. The Origin and Development of the Moral Ideas, Vol. 
I and II, London, 1906. : 

* Dewey, JoHn. Human Nature and Conduct. Henry Holt & Co., New 
York. 

°*Acu, N. Ueber den Willensakt und das Temperament, 1910. 

“Stern, W. Die differentiele Psychologie in ihren methodischen Grund- 
lagen, 1911, Leipzig. 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 3 


necessary before any analysis of potentially delinquent behavior 
could be undertaken. The following are some of the contributing 
causes that have been studied : 


a. Physical and Physiological Factors: While Healy ® recog- 
nizes the influence that an enfeebled physical constitution may 
have in the general development of action and thought, he holds 
that physical measurements are inadequate and unsound as a 
means of diagnosing delinquency. Kelley ® took very careful 
measurements of the inmates of the Texas State Juvenile Train- 
ing School and came to the conclusion “that the delinquent 
boy . . . lies near the 55 percentile in his physical being 
exclusive of his physiological development, the 40 percentile in 
his. sensory and psychomotor” powers. He recognizes with 
Goring *° the diagnostic value of psychomotor and sensory tests 
because of the handicap placed upon the defective individual in 
making the necessary complex adjustments. Goring claims that 
the criminal is in the main a defective individual. Burt ** claims 
that ‘‘ measured by the coefficient of association the connection 
between delinquency and physical defect in general seems 
relatively small.’” 


b. Mental Factors: The mental aspects of delinquency have 
been studied more thoroughly and scientifically than any other 
contributing factor. This has been made possible through the 
derivation of reliable test methods. Since the development of 
the Binet tests of mental ability by Goddard, Terman, Kuhlmann, 
Bobertag, Burt, and others, into a reliable instrument of mental 
measurement, numerous studies have been made of the mental 
make-up of delinquents. While the important relationships 
between mental endowment and social adjustment is thoroughly 
recognized by students of the subject, there is by no means 

®*Heary, WiiaM. The Individual Delinquent. Little, Brown & Co.. 1915. 

®Ketitey, T. L. Mental Aspects of Delinquency. University of Texas 
Bulletin, No. 1713, 1917. 

* GorInc, CuHarLes. English Convict, London, 1913. 


“ Burt, Cyrit. The Causal Factors of Juvenile Crime. British Journal of 
Medical Psychology, Vol. III, Pt. I, 1923. 


4 ALBERT SYDNEY RAUBENHEIMER 


unanimous agreement between them as to the approximate 
measure of association. 

Healy * states, “if, as usually reckoned, all having an I.Q. 
below 70 are pretty surely feebleminded, then 7 per cent of the 


total number belong in that category.’’ Goddard’s ** findings, 


varied all the way from 72 per cent for delinquent girls to 25 per 
cent for children who are court charges. Such extreme differ- 
ences might perhaps be explained on the basis of difference of 
selection. Then, too, Goddard’s examinations were made with 
the earliest revisions of the Binet Scale. Since 1912 the scale 
has been considerably improved. Kelley (study quoted previ- 
ously) estimates that ‘‘ 20 per cent of the boys at Gatesville would 
better be in schools for the feebleminded,”’ and he adds that ‘ 50 
per cent of delinquents are totally incapable of being taught to 
look after themselves in an environment as unfavorable as the one 
from which they came.” Fernald reports that 25 per cent of 


100 prisoners at the Massachusetts State Reformatory were 


feebleminded, and that the proportion amongst the juvenile court 
charges must be still higher. Williams '° concludes after a study 
of 470 cases that “ approximately 30 per cent of the delinquent 
and dependent boys included in this investigation are definitely 


feebleminded.” Burt, in the study referred to previously, main-_ 


tains that of the delinquent boys he was studying “ nearly 10 per 
cent owed their delinquency primarily either to general mental 
deficiency or natural dullness not amounting to definite defi- 
ciency’; and in a further 25 per cent “dullness or deficiency 
appears as a subordinate factor.” He goes on to state that 
“delinquency depends much more closely upon emotional con- 


“HEALY, Witttam. The Practical Value of Scientific Study of Juvenile 
Delinquents. U.S. Dept. of Labor, Bull. No. 96, 1922. 

*% GopparD, H. H., and Hirt, Heren F. Delinquent Girls Tested by the 
Binet Scale. Training Sch. Bul., V, VII, 1911, 1912. Gopparp, H. Responsi- 
bility of Children in the Juvenile Court. J. of Am. Inst. of Crim. Law and 
Criminology, Vol. III, No. 3, 1912. 

“FERNALD, G. G. The Defective Delinquent Class Differentiating Tests. 
ane Jour. of Insanity, 1912. 

*Wruiams, J. Harotp. The Intelligence of the edechae ste Boy. Whittier 
State School, Jour. of Delinquency Monograph No. 1. 


Vous il. ao 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 5 


ditions than upon intellectual conditions, although it is the intel- 
lectual status of the delinquent that has hitherto monopolized the 
main interest of criminal psychology.” 

Numerous other studies can be added to those mentioned above. 
These, however, are sufficiently representative for an appreciation 
of the methods and findings of mental tests in their relation to 
the study of delinquency. 

c. Social and Environmental Factors: The idea that delin- 
quency, as such, is hereditary, is no longer generally maintained. 
Factors that are instrumental in delinquent development, like 
feeblemindedness, and a poor physical and mental make-up, might, 
possibly, be hereditary, but delinquency in itself is a social, or 
antisocial, growth. 

The studies of Burt and Williams reveal positive association 
between poor home conditions and delinquency, although it is not 
known to what extent. Similar home conditions may be in exist- 
ence in the case of a group of unselected boys who are properly 
adjusted socially; Fernald '® found that 87 per cent of delinquent 
girls came from broken homes. The methods of studying home 
conditions have been very unsatisfactory, and results are hardly 
comparable. Williams has recently devised a scale for the grad- 
ing of homes and of neighborhoods '* which makes it possible to 
get comparable data on the home and neighborhood conditions of 
widely different groups. 


3. Some Specific Test Methods: 

Apart from these general survey methods of investigation into 
the contributing causes of delinquency, mention must be made of 
other attempts at analysis of more specific phases of character. 
Thus Webb,'® in his study of character and intelligence, attempted 
an analysis of character by means of tests and trait ratings. 

1® FERNALD, GRACE M. Delinquent Girls. Psychological Bulletin, Vol. XII, 
No. 9, 1915. 

 WitiiAMs, J. Harotp. A Guide to the Grading of Homes; A Guide to 
the Grading of Neighborhoods. Whittier State School Bul., Nos. 7 and 8. 


* Wess, Epwarp. Character and Intelligence. Brit. Jour. Psy. Monograph 
Supplement No. 1, 1915. 


6 ALBERT SYDNEY RAUBENHEIMER 


Webb demonstrates that a “second factor,’ apart from intelli- 
gence, exerts a widely ramifying influence on the side of char- 
acter. This factor, he states, is akin to “ persistence of motives.” 

The questionnaire method, used so extensively by Heymans and 
Wiersma, has been developed by Hollingworth * into a method ° 
of discovering pathological states of experience with adults, and 
Johnson *° has in turn developed it for use with children. 

Downey *' has developed a series of will-temperament tests with 
the primary object of measuring the relation between tempera- 
ment and capacities like speed of movement, freedom from 
inertia, flexibility, speed of decision, motor impulsion, assurance, 
resistance, motor inhibition, care of detail, coordination of 
impulses, perseverance, revision. Several investigators have tried 
out her methods with varying degrees of success. 

Attempts have been made by Pressey ** to investigate the emo- 
tions by means of test problems. Kohs ®* has made use of dif- | 
ferent test devices—association, practical judgment, etc.—in 
developing an “ Ethical Discrimination Test.” 

Another promising departure in the field of character study 
through a test method is that of Voelker.2* He developed tests 
with a view to getting a measure of the extent to which the social 
attitudes of boys were being influenced by a course of training in 
citizenship. His tests are particularly connected with situations 
of truthworthiness and honesty. 

In conclusion, the scale of Upton and Chassel ** for measuring 
qualities of citizenship and general social adjustment may be 
mentioned. 

® Ho_tincwortH, H. L. Vocational Psychology. Appleton, 1917. 

» JoHNSON, Burorp. Emotional Instability in Children. Ungraded, 4, 1920. 

= DownEY, JUNE E. The Will-Profile. Dept. Psy. Bul., Univ. Wyo., 1919. 

Pressey, S. L. A Group Scale for Investigating the Emotions. Jour. 
Abnormal Psy., 16, 1921. 

*® Konus, S. C. An Ethical Discrimination Test. Jr. Delin., 7, 1922. 

* VoELKER, Paut I. The Function of Ideals and Attitudes in Social Edu- 
cation. Columbia Univ. Contributions to Ed., 1921. 


* Upton, S., and CHAssEL, CLara. A Scale for Measuring the Habits of 
Good Citizenship. Teachers College Record, 20, 1919. 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 7 


4. Considerations for Present Investigation: 

As was stated in a previous section, the investigations of delin- 
quent development have in the main been of an historical nature. 
The general findings of these studies throw a great deal of light 
on the process of development of delinquent practices. It was the 
purpose of the present experiment to utilize some of the known 
facts of delinquent growth in the service of a test method. The 
following are some of these characteristics that have been noted: 


a. Delinquents are not a distinct group. 
b. Delinquency is a term relative to the social and moral 
standards of a particular age. 
c. It is an outgrowth of numerous contributing factors. 
These different factors can be recognized and examined. 
e. Some of the main factors are: 
1. Physiological. 
2. Social and economic. 
3. Psychological. 


In the experimental method that was developed in this study, an 
attempt was made to get some idea of the extent to which the 
individual acts with foresight and deliberation, whether or not he 
has some appreciation of social and moral standards, and how he 
appreciates his own abilities, interests, and capabilities. The 
method was thus the reverse of the proceedings reported earlier 
in this chapter. The problem thus resolved itself into the ques- 
tion of an analysis of the subject as he is now, and in the environ- 
ment in which he finds himself now. The question was: Does 
the boy show signs of delinquent interest and practice? If so, 
can the contributory factors not be discovered in a test situation? 


COLT Eel Scene 


DEVELOPMENT OF, TEST MATERIALS AND 
METHODS 


SeEcTIon | 
Factors Involved in Selection and Development of Test Materials 


A great many of the practices that have been developed and 
standardized in the field of intelligence testing and educational 
measurement are of service in connection with the development of 
character-behavior tests. In the first place, the problem situation 
has been the main concern in the method of approach in each of 
these fields of investigation. The ways in which laboratory test 
situations have been defined and developed may be readily adapted 
to the needs of an analysis of behavior tendencies. Again, many 
of the test forms—performance, completion, underscoring, ete.— 
and administration devices may be utilized. And lastly, many of 
the scoring and statistical methods may lend themselves to ready 
use in this other field. 

There are, however, certain very fundamental differences to be 
noted between tests of achievement and ability, on the one hand, 
and tests of behavior and moral development, on the other, 
regarding: (1) The factors constituting the problem situation; 
(2) the attitude of the subject toward the test problem; (3) the 
examiner and the constitution of the test group. These are 
critical factors in the development of methods for behavior tests. 


1. The Factors Constituting the Problem Situation: 

In the case of achievement tests the problem is framed so as to 
afford opportunity for the expression of ability and proficiency. 
The subject is faced with the problem of demonstrating his ability 
to memorize material; to perform certain operations in arith- 
metic, writing, etc.; to comprehend relationships of objects and 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 9 


statements; to discriminate between colors, forms, weights, 
words, etc.; to reconstruct a situation when only certain particu- 
lars are known; to know how situations ought to be met; and so 
on. The emphasis is in the main on the ability of the subject to 
perform certain tasks of reasoning, on whether he knows how he 
ought to act under certain given conditions. 

The situation in human behavior, on the other hand, is one 
involving a type or degree of activity or attitude, as contrasted 
with a type or degree of knowledge; doing a thing, cherishing, 
avoiding, desiring something, as contrasted with knowing how to 
perform a task, knowing what is desirable, or why a particular 
practice should not be cherished. It is the difference between 
a boy’s knowing all about the consequences of cheating, stealing, 
or destroying property; or his ability to know how to make 
correct change, how to play cards, how to drive an automobile, 
to comprehend a commission, to know the enactments of the law, 
in one case; and his breaking the law, failing to carry out orders, 
ignoring speed limits, withholding change, destroying property, 
stealing and cheating, in the other, in spite of what he knows 
about the implications of such practices. 

The problem situation in the character-behavior tests—more 
particularly in those that concern delinquent behavior—should, 
therefore, approximate this second state of affairs. It should be 
a situation in response to which the subject would unfold his 
desires, preferences, interest in forms of activity, social likes and 
dislikes, respect or disrespect for the claims of the law and of 
society in general. To set up a test situation to meet such 
demands seems to be almost an impossible task. 

However, it must be stated at once that this distinction between 
ability and practice, between knowing and doing, cannot be forced 
to the point of mutual exclusion. Such is seldom, if ever, the case 
in the experiences of the individual—t.e., when the feebleminded 
and the insane are excluded from consideration. An understand- 
ing of the situation undoubtedly influences the resultant response, 
even if that response were contrary to, or other than, the best 
judgment of the individual. A knowledge of the claims of the 


10 ALBERT SYDNEY RAUBENHEIMER 


law; an understanding of the rules of the game; a grasp of the 
principles involved in calculation; the ability to reason about 
the merits of a case, have undoubtedly a far-reaching influence on 
the determination of the actions of the individual as to the type of 
citizen that he is; whether it might be expected of him to play 
fair, or even to play at all; whether he can be trusted to conduct 
a correct and honest business deal; and whether it could be 
required of him to give an unbiased and just decision. There is 
always this bi-polar consideration in every human act, and it is 
impossible to separate these to the extent of mutual exclusion 
without destruction of the whole. . 

Since, therefore, this complementary relationship between 
ability and behavior in the practical situations and decisions of 
experience (in spite of the willful subjugation of the one to the 
other at times) the difficulty of setting up test situations in which 
more particularly the behavior tendencies of the individual can 
be discovered becomes all the more baffling, and challenges 
experimentation. 


2. The Attitude of the Subject Toward the Test Problem: 

How then might the behavior tendencies more particularly be 
approached in a test situation? The question thus stated causes 
a second difference to be noted between mental tests and tests of 
behavior, viz., the required difference of attitude on the part of 
the subject. This general difference of attitude that is sought 
will be determined by: (a) The nature of the preliminary instruc- 
tions; (b) the nature of the test form and the materials involved; 
(c) the possible interpretation that the subject himself may be 
inclined to place on the implications of his responses. The nature 
of the initial “report-attitude’’ of the subject will be greatly 
influenced by the frank assurance that the situation does not call 
upon him to “ make good,” to sustain a reputation, to make an 
effort to excel, to prove his mettle. This is what is emphasized 
at the outset in the case of tests of achievement, and such com- 
missions as ‘ We want you to do the very best you can” in no 
small measure influence the initial “ report-attitude ”’ of the sub- 
ject. It is just this type of influence that is to be avoided in 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 11 


connection with the creation of the test atmosphere of tests of 
behavior; and on the contrary, an unrestrained, frank, and almost 
naive attitude and expression should be sought. In fact, no refer- 
ence to an idea of “making good” should even be hinted at; 
there should be no factors of circumstance in existence that might 
create a feeling of suspicion or uneasiness in the mind of the 
subject. Any attempt to make an analysis of the behavior of a 
juvenile delinquent by means of a test situation during the period 
of the court trial bears its certain failure in its method. The 
same is true to a certain extent of any specially selected group, 
where the basis of selection is known to the individuals of the 
group. 

The materials and the form of the test, too, are of great 
importance in the creation of a desirable test atmosphere. The 
materials, in so far as is possible, should be related to the many 
phases of the subject’s activities and interests; and the stimulus 
should be one that would set off a natural line of association and 
response. Considerations of knowledge or ability are to be 
avoided, excepting in so far as information is sought concerning 
the attitude of the subject towards his own achievement and 
abilities, or statement thereof. 

As for the interpretation on the part of the subject of the 
implications involved in his own responses, this might possibly be 
greatly minimized by the avoidance of any reference to what is 
acceptable or nonacceptable, good or bad, wrong or right; and 
by the avoidance of such questions as, ‘ What’s the thing for you 
to do?” or “ What best explains? ’’ when certain statements of 
ethical evaluation follow. On the contrary, a frank statement 
about the school, teachers, books, forms of amusement, and the 
like, would more likely approximate the preferences, desires, 
tendencies, and actions of the subject. But how is such a frank 
statement to be secured? 


3. The Examiner and the Constitution of the Test Group: 
The answer to the above-mentioned question involves a third 
difference between the test conditions for achievement and those 


12 ALBERT SYDNEY RAUBENHEIMER 


for behavior traits, viz., the nature of the examiner and the 
constitution of the group. 

In the case of mental and educational tests any thoroughly 
trained examiner will suffice, whether he is known to the subjects 
or not, whether he is connected with the subjects as teacher or in 
some other responsible manner or not (there are occasions when 
a stranger might be more acceptable). In the test situation for 
behavior tendencies the examiner should preferably be an indi- 
vidual with whom the subjects are not acquainted, and who is not 
connected with the school or community-life of the group. Such 
an absence of a tie of any kind is apt to “ let the lid off,” especially 
in the case of young children. A knowledge of the fact that the 
examiner is in no way connected with the school, the teachers, 
the police organization, and the like, will in no small measure 
enhance a frank statement on the part of the subjects. 

Another factor that would contribute to frankness of response 
is whether or no the subject is tested alone or with the group. 
Here, again, where mental testing practice would favor an indi- 
vidual test, a priori judgment concerning a character-behavior test 
would favor the group method. Pedagogical experimentation has 
shown that the influence of the group tends to lend a boldness and 
security in expression, which is exactly what is desired in the test 
situation under discussion. It is the same influence at work 
when a lad is bold enough to pin a tail to the policeman’s coat as 
the gang goes down town. An individual test situation is too 
personal, and an honest and frank statement upon the part of the 
subject too embarrassing. The test in a group form removes 
this barrier of the personal equation. 

When the constitution of the group is considered, it will be 
readily agreed that, because of the different social factors that 
enter into the childhood experience of boys and girls, their conse- 
quent behavior—especially delinquent behavior—will be partly 
different, and that therefore the groups are to be tested apart. 
The materials, too, ought to be different in part. 

Whether or no the subject will “ come through ”’ when all these 
cautions are observed may still be an open question, just as it is 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 13 


impossible to say that the subject has completely revealed any 
quality of his in a test situation, whether that other situation is a 
test of his ability to reason, or to discriminate between objects, to 
spell a word, or what not. There always remains the possibility 
for the subject to hold back deliberately, through fear of making 
a mistake, and the like. This possibility is in no way removed if 
the afore-mentioned cautions are observed, but there are grounds 
—actual trying out of different methods—for believing that a 
feigned response will seldom, if ever, be sustained throughout, 
especially when the test covers a wide range and great number of 
items. Children are, on the whole, as frank and open in their 
expression as the occasion demands. 

The test development and the experiment reported hereafter 
constituted an effort to set up a test situation where the controls 
and considerations discussed above were observed as carefully as 
possible. 


SecTIon II 


Procedure Adopted for Obtaining Materials and Developing 
Test Forms 


A survey of the tests that have been developed for the purpose 
of character analysis, with a view more especially to the discovery 
of the onset and development of delinquent practices, and tests 
that would meet the considerations discussed in the previous 
section and in Chapter I, proved that few, if any, such existed. 
It was therefore thought best to make a bold attempt to develop 
some exercises that might more closely approximate an instru- 
ment for detecting differences of character tendencies, and more 
particularly for the development of practices that are questionable 
for, and injurious to, the best interests of the individual concerned. 
Two factors were of chief concern in this undertaking: (a) The 
materials that would be of significance in bringing out the delin- 
quent interests; and (b) the form in which these materials had 
to be clad to constitute a natural and legitimate test situation. 

(a) In order to get a clue to some of the many factors and 
situations that are instrumental in bringing about a critical depar- 


14 ALBERT SYDNEY RAUBENHEIMER 


ture toward delinquent development, a study was made of the 
literature on the subject, and the most significant and recurrent 
critical incidents, situations, and circumstances noted, that had 
acted as stimuli for setting off a line of action and interest, which 


ultimately led to delinquent practices. The literature covered . 


included the studies of investigators like Healy, Fernald, Goddard, 
Kelley, Williams, Bronner, Porteus, Tredgold, Burt, and others; 
reported case histories; reports of the National Committee for 
Mental Hygiene; the case history files at Whittier State School; 
clinical discussions; and the reports of probation officers and 
juvenile court judges. The following are among the most 
prominent factors reported (leaving out of consideration the 
matter of mental deficiency). They are given here at random; 
no special significance should be attached to the order in which 
they are listed; also no one factor is exclusive of the influence of 
any of the others. 


1. Associates—gang type, older, wealthier, hoboes, hard- 


boiled, indifferent, coarse. 
2. Movies—and in no small measure the advertisement 
posters. 


3. Books and papers, pictures—especially related to sex 


matters. 

4. Home conditions and relationships—relation of parents 
to one another and to their children; type of super- 
vision; doing chores; enforced religious observances ; 
lack of congenial social life. 

5. Economic factors—desire for having own money to 
spend; working without tangible remuneration; ease of 
borrowing; ease of getting a job; easy use of checks; 
scant provision in the home; too much pocket money. 

6. Wanderlust—ease of getting lifts on passing automo- 
biles and on freight trains; lure of getting to the crowds 
of the city and to the country. 

7. School conditions—class work poorly adjusted to abil- 
ity; unsympathetic teachers; exacting discipline. 


— 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 15 


8. Amusement places—shooting gallery, circus, poolroom, 
bowling alley, peep shows. 

9, Early responsibilities and duties—selling papers, mes- 
senger boys, office boys. 

10. Contact with the demands of law and discipline— 
rowdyism, vagrancy, smoking, prohibition, school 
attendance, respect for property. 

11. Sex appeal—perversions; illicit practices. 

12. Athletics—lack of healthy recreation; no playgrounds; 
poor type of physical directors; wrong information con- 
cerning Boy Scouts and boys’ clubs. 

13. Physical conditions—undirected regarding habits of 
cleanliness; undernourishment; no medical care. 

14. Emotional instability—explosive temper. 


In considering the above factors it must be noted that no single 
factor ever seemed to operate singly as an only cause for delin- 
quent development; many factors combined in various degrees, 
the one lending impetus to the other, acted as contributory influ- 
ences. Broken homes, in the widest sense, was perhaps the most 
outstanding feature noted, and poor adjustment in the school 
next, with a yearning for economic independence following 
closely. 

Another fact, important for the detection and prevention of 
delinquent development, became evident from the analysis of the 
case histories recorded, viz., that while a boy was apprehended 
before a court or social agency on a certain date for some or other 
misdemeanor, the beginning of the final undoing could be definitely 
traced back to a crucial experience with some of the above-men- 
tioned factors a year or two previously. The final move was 
but the breaking point of a wave, swept up from many angles 
further back. 

It is also important to note that while the age distribution of 
apprehended juvenile delinquents ranges all the way from five 
years upwards, the mode seems to fall around thirteen and 
fourteen. 

(b) Selection of test forms: In order to approximate the test 


16 ALBERT SYDNEY RAUBENHEIMER 


situation described in the first section of this chapter, it was 
decided to select such problems as would throw light upon the 
following questions: (1) To what extent does the boy readily 
seize upon a chance to appear as having exceptional book knowl- 
edge, but falsely so? (2) To what extent will the boy seize upon . 
an opportunity to appear as being well informed concerning a wide 
range of facts, and as having thoroughly mastered a variety of 
activities, when that is not the case? (3) What is the persistent 
trend in the choice of his associates? To what extent is his 
choice characterized by an interest in questionable and harmful 
determinants? (4) What is the trend of his interests in various 
forms of activity? To what extent are they antisocial or ques- 
tionable socially? (5) What is the habitual reaction to different 
social and educational institutions, like the school, the home, Boy 
Scouts, etc.? To what extent do they reveal questionable judg- 
ment? Questionable adjustment? (6) To what extent does 
the boy recognize the harmful results of antisocial practices? In 
how far does his judgment harmonize with accepted social stand- 
ards? The emphasis in all these questions is on the nature and 
extent of an interest in and preference for matters questionable 
for the healthy development of the boy, and on his habitual 

reaction to his own abilities and range of information. 


Test I—Books Read: (¥or this and succeeding tests and instruc- 
tions, see Chapter III, pp. 22-47. 

In Test I an answer was sought to question 1 raised above, 
viz., To what extent does the subject give a false impression of 
his literary interests? The idea was taken from Franzen’s experi- 
ment * for intellectual honesty, and was developed in conjunction 
with Dr. G. M. Ruch, Iowa State University, into a form suitable 
for boys. The subject had to mark from a list of fifty books, 
divided into two forms of twenty-five each, those books which he 
is supposed to have read, no matter how long ago. Twenty 
fictitious titles were included in the list, titles which are more or 

* FRANZEN, RAayMOND. Measurement of Non-intellectual Aspects of 


Behavior. Proceedings of First Am. Conference of Ed. Research and Guid- 
ance, San José State Teachers College Bul., 1922. ‘ 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 17 


less of the same descriptive character as the rest. The particular 
object in doing this was to find out how many of these fictitious 
books would be marked by the subject, it being thought that such 
a misstatement on the part of the subject might be an index to 
his mental honesty. Franzen found that “ one-third of the teach- 
ers of a typical school somewhere in the Middle West showed 
unmistakable signs of such mental or intellectual dishonesty.” 


Test II—Character Preference: 

The second test was an attempt at an answer in part to ques- 
tions 3, 4, and 5 (pp. 30, 31), with an emphasis on choice of 
associates. The idea and the method are practically the same as 
those of the first test. In this case sixteen character descriptions 
were developed into two forms of eight each. Different types of 
boys were selected, and they were described in a very concise and 
simple manner in terms of their activities and interests; these 
activities and interests cover a wide range of actual conditions and 
experiences of boyhood, and they were combined in a varied 
manner so as to form a graduated series of questionable or desir- 
able influences. Any reference as to whether a character was 
good or bad was carefully avoided in the descriptions; a bare 
statement of supposed facts was all that was given. It might be 
stated that some of the characters thus described were approx- 
imations of types and stages reported in case histories of delin- 
quent development. The full-fledged culprit, as he appears in 
court, was obviously excluded from the list, especially the sex 
offender. 

The task for the subject here was to rank the characters in the 
order in which he would like to associate with them as chums or 
pals. It was not a hard task, nor was it foreign to the experience 
of the boy. He goes about the playground, the street, and the 
home every day lining himself up with other boys just because of 
the specific activities in which they are engaged, and the plans that 
they are developing. Whether or not the boy would be honest 
about his stated choice is a moot question. All that can be said 
at this point is that the results showed remarkable differentiation 
between the rankings of different subjects. 


18 ALBERT SYDNEY RAUBENHEIMER 


Test III—Reading Preference: 

Test III was developed for the purpose of answering questions 
3, 4, and 5 in part (page 32), concerning the attitude of 
the individual toward associates, activities, and institutions. 
The instrument for the presentation of the test problem again | 
was book titles. Twenty book titles, all specially created, each 
title suggesting some phase of boyhood activity, questionable and 
otherwise, as forming the theme of the book, were presented to 
the subject in two comparable forms of ten each. The subject 
was asked to indicate the order in which he would care to read 
the books. 

The question of whether the boy reads or not was of no con- 
cern. It was rather to the nature of the activity, clad in the form 
of a title, and suggestive of the development of the supposed story 
(such as is the case with very many actual boys’ books, and 
especially true of movies) that the subject was sought to respond. 
It is a matter of common experience to find books selected on that 
basis. The task here was one akin to the everyday experiences of 
the subject, and it is doubtful whether its implications would be 
guessed at all by very many ina group. When judged from the 
results, the number that definitely detected the implications was 
very small indeed. 


Test IV—Activity Preference: 

This test was developed also to throw light on questions 
3, 4, and 5 (page 33)—wmore particularly question 4, the 
matter of the boy’s activity preferences. From the literature of 
delinquent development, more particularly from the Whittier social 
case histories, incidents were chosen which had actually been points 
of departure in the delinquent development of many boys, and 
were grouped in sets of three ; two of the three activities were ques- 
tionable for the social development of a boy, if participated in; 
one was acceptable. The sets or groups were built up around 
such activities as forms of amusement, methods of securing 
money, spending leisure time, getting about, sport, and self- 
improvement. Any type of activity that is related to adult life 
and in which almost every child has a passing interest, like being 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 19 


a fireman, an engineer, etc., was avoided. Particular care was 
taken not to have the acceptable activity of a prudish type, but 
rather genuinely wholesome and virile. The task for the subject 
was to check, in each group of three, the one thing he preferred 
to do. Whether or not the subject was spontaneously frank can 
only be judged from the character of the results. 


Test V—Controlled Association: 

The purpose of this test was to get additional information 
through a method of controlled response concerning questions 
3, 4, and 5, more particularly to question 5 (pp. 34-36), viz., 
the habitual reactions of the individual to social and educa- 
tional institutions. The expression “controlled association” is 
here used in the sense that the response is so restricted that only 
one term may be deemed socially acceptable. The method was 
that of taking various institutions that enter into the life of the 
subject, like the teacher, the scout movement, policemen, smoking, 
etc.; then four statements, such as are frequently made about 
these matters, were developed in connection with each—three 
being questionable and one acceptable—and the subject was asked 
to mark the one that came nearest telling how he felt about the 
institution in point. 

It might be explained that the institutions chosen were taken 
from the case histories recorded, where the experience of boys 
with, and their attitude towards, these institutions proved to be 
critical factors in their delinquent development. The language in 
which the affective statements were couched was made to approx- 
imate the common phraseology of the boy among his associates, 
the endeavor here being more particularly to tap the affective 
rather than the rational processes of the subject. Here, again, 
any doubt as to the honesty and frankness of the response can be 
cleared only by reference to the results. 


Test VI—O ffense Rating: 

By means of this test an answer was sought to question 6 
(pp. 37, 38), viz., the extent to which the harmful results of anti- 
social practices are recognized. The test was suggested by and 


20 ALBERT SYDNEY RAUBENHEIMER 


developed in conjunction with Dr. G. M. Ruch. The idea was one 
tried out by Fernald? and by Jacobsohn-Lask*; both of them 
had individuals rank offenses in the order of their seriousness. 
Fernald had a series of acts ranging from what were acceptable 
and praiseworthy to what were harmful and criminal. The sub- 
ject had to rank these in the order of their praise- and blame- 
worthiness. Lask had a series of delinquent acts which the 
subject had to rank in the order of their seriousness. Both investi- 
gators compared the ranking so derived with a standard ranking 
which was the combined rankings of competent judges. It was 
decided to follow the procedure of Lask, and, in order to bring 
the offense within the limits of the boys’ experience and knowledge 
of such matters, the offenses were selected from the items of 
Clark’s Rating Scale of Offenses, where the offenses are those 
of actual boys now committed to a reform school. Clark had 
some competent judges rate these offenses according to their 
seriousness, and then constructed a scale that recorded the offenses 
in the order of their seriousness, the differentiating steps of seri- 
ousness being approximately equal according to the amount of 
agreement between the judges. 

Two forms of ten items each, the items in the two forms being 
comparable as regards seriousness, were then selected, and the 
subject was asked to rank these in the order of their seriousness 
according to his judgment. 


Test VIJ—Overstatement: 

The purpose of this test was to seek an answer to question 2 
(pp. 39-47), viz., To what extent does the boy misinterpret his 
own range of knowledge and capabilities? Voelker * successfully 
developed the idea of checking such overstatement or misinterpre- 
tation in a test situation. He had the subject rate himself on ten 
questions regarding his own ability and knowledge, and then had 

* FERNALD, Guy G. The Defective Delinquent Class Differentiation Test. 
Amer. Jour. of Ins., 68, 1912. 

*JacopsoHN-Lask, L. Uber die Fernaldsche Methode zur Priifung des 
sittlichen Fuhlens und tiber thre weitere Ausgehaltung. Leipzig, 1920. 


*VoELKER, P. F. The Function of Ideals and Attitudes in Social Educa- 
tion. Columbia Univ. Contributions to Ed., 1921. 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 21 


him vindicate his knowledge in a subsequent information test. 
Cady tried out Voelker’s method and found it very significant in 
diagnosing cases of incorrigibility. It was thought that ten 
items were too few, and that a wider range of experience and 
knowledge ought to be covered; consequently the present forms, 
A and B, were developed (in conjunction with Dr. G. M. Ruch) 
so as to have forty items ineach form. The items were arranged 
in the order in which boys would be commonly familiar with the 
facts of knowledge and experience required or involved. 

The selection and the order of the items were determined in 
the following manner: About 120 items of various forms of 
information and degrees of difficulty were submitted to about 300 
unselected grammar grade pupils (grades 4-8) in San José. 
The percentage of cases that overstated or understated themselves 
on each item was calculated. All items on which from 0 to 15 
per cent of the cases overstated or understated themselves were 
discarded. The remaining eighty items were then divided into 
two comparable forms in which the items were arranged in the 
order of percentage of cases originally over- or under-stating 
themselves on each item, 7.e., from 15 per cent upwards. The 
form of the test, then, was in the nature of a questionnaire and a 
subsequent check. A practice exercise was added with the pur- 
pose of familiarizing the subjects with the task of evaluating 
their own confidence in their own knowledge and ability. The 
items here were extremely simple in order to secure willing and 
ready cooperation from the subjects in the subsequent test forms. 


CHAPTER Ill 


TESTS, INSTRUCTIONS, AND METHODS OF SCORING 
DEVEEOPED 


While the term “ test’’ has been used very frequently in the 
discussion of the previous chapters, the expression was never 
actually used in the experiment that formed the basis of this study. 
The reason why this was done was because it was felt that the 
term “test”? had acquired a connotation through usage with 
tests of ability that is almost synonymous with “ making a 
supreme effort to excel”’ or “to do the very best you can.” As 
stated in the previous chapter, such an attitude would have 
defeated the aims for which the blanks were developed. As a 
matter of fact, in the sense of current usage, the term “ test” 
should not be applied at all to the blanks developed for this study. 
The term was introduced in the previous chapters, and will be 


used throughout the discussion, instead of “ exercise’ or “ blank ” 


simply so as not to add another to the terms already used in tests, 
scales, measures, etc. It must therefore be remembered that the 
term “test’’ is here used in the sense of an exercise in which the 
subject merely maps out his interests and preferences. When the 
subject was informed through the instructions that he was 
not going to take a “test,” it was meant that he was not going to 
face a situation in which he would have to prove his ability, as he 
has had to do occasionally in the past when taking tests. There 
is no doubt but that the assurance was interpreted in just that 
manner. 

The purpose of this chapter is to report the instructions for 
giving the tests, the test blanks and the method of scoring devel- 
oped. The reports of the instructions are in verbatim form, and 
are grouped together with the tests which follow. 


ed a 2 am 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 23 


SECTION I 
Test Instructions 


Order of Giving Tests: 
1. Test I—Books Read, Form A. 
. Test I—Books Read, Form B. 
Test IJ]—Character Preference, Form A. 
Test Il]—Reading Preference, Form A. 
Test II—Character Preference, Form B. 
Test I[I—Reading Preference, Form B. 
Test IV—Activity Preference 
. Test V—Controlled Association. 
9. Test VI—Offense Rating, Form A. ~ 
10. Test V1I—Offense Rating, Form B. 
11. Test VII—Overstatement, Part I, Forms A and B. 
12. Test VII—Overstatement, Part II, Forms A and B. 


ONAURWN 


The tests were arranged thus so as to avoid as much as possible 
any effect carrying over from the one test to the other, and to 
postpone to the last any intimation regarding the check that comes 
in Part II of the Overstatement Test. The second forms of 
Tests I, II, III, and VI should preferably have been given on 
different days, but for the fact that the subjects would undoubtedly 
discuss with one another the contents, and perhaps even the 
implications, of the tests, a matter which would very seriously 
affect the consequent results. Because of the very nature of 
Test VII the second form must be given at one and the same 
sitting with the first. 


General Instructions: 

“T am going to give each of you blanks like these, on which 
I am going to ask you to mark some of your preferences and 
desires, what you know and think about some matters. These 
blanks are not tests; you are free to state your preferences; and 
you have as much time as you may reasonably require. Do not 


24 ALBERT SYDNEY RAUBENHEIMER 


touch these blanks until I tell you what to do.” (Care must be 
taken that the blanks are never referred to as tests. ) 


Test I—Forms A and B (Exercises 1 and 2 on the blanks). 

After name, etc., are filled in. ‘‘ Read the directions here 
(pointing): ‘We want to see pnetoe 
directions aloud, and encourages the group to go about their task 
as brightly as possible. This is done merely to avoid unnecessary 
delay. After all are through those who got 20 or more hold up 
hands; then 15 or more, 10 or more. No comments are to be 
made. Procedure for Form B is exactly the same.) 





Test II—Form A (Exercise 3 on the blanks). 
Have pupils place their pencils on the desk. This must be 
followed out very strictly so as to insure the reading of the 
material on the blank they are about to work on. 
“Look at Exercise 3. On this page you will find eight para- 


graphs. Each paragraph tells us something about a certain boy, 


what he is like, what he wants to do. Read through all of the 
paragraphs, and find the boy that you would like to have for a 
chum, for a pal, the boy that you would like to go about with. 


Remember, one boy only.” (Do not let the pupils handle their | 


pencils; be sure that they are reading, and let them wait until 
they have apparently all got their choice fixed. ) 

“Now put a figure 1 on the dotted line on the right of the boy 
you have chosen.” (Let them put their pencils down again.) 
“Next find the boy you like second best, and mark that 2.” 
(Pause a while for them to complete the commission.) ‘“ Then 
the one you like only third best, mark that 3; and so on up to 8, 
which will be the one that you do not like at all. Be sure that 
you do not leave a paragraph out, and do not put two 4’s or two 
7’s, etc.” (E. goes about to see that pupils do not miss a para- 
graph or that they do not mark a tie. If he finds a case he will 
simply say: ‘‘ Look, you have left out that one,” or “ You have 
two 4’s,” etc., as the case may be. An effort should be made to 
get the task properly done; a paper with one or two characters 
left out will be useless. ) 


(E. reads entire 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 25 


Test [II]—Form A (Exercise 4 on the blanks). 

Have pupils place their pencils on the desk. ‘‘ Look at Exer- 
cise 4. Here is a list of books. I want you to go through the 
list carefully and find the one book that you would most like to 
read or have.” 

When all have made their choice: ‘‘ Now put a figure 1 on the 
dotted line before the book you have chosen. Be sure it is only 
one book.” (Pencils down again. ) 

“Now find the book you only like second best and mark it 2.” 
(Pencils down again.) ‘“ Then find the one you like only third 
best and mark it 3; then 4, 5, and so on until you come to 10, 
which you do not care to read or to have at all. Do not miss a 
book, and be sure not to have two 4’s, two 7’s, etc.” (Directions 
may be repeated if necessary. E. should walk around quietly and 
watch for omissions and tie ratings. ) 


Test II—Form B (Exercise 5 on blanks). 

Have pupils place their pencils on the desk. ‘‘ Look at Exer- 
cise 5. Here again we find eight paragraphs. Each paragraph 
,’ etc. (Sameas for Test II, Form A, Ex. 3.) 





Test II]—Form B (Exercise 6 on blanks). 
Have pupils place their pencils on the desk. ‘“‘ Look at Exer- 
cise 6. Here we have another list of books. I want you to go 


through this list just as you did the previous list and find,” etc. 
(same as for Test III, Form A, Ex. 4). 


Test IV—Activity Preference (Exercise 7 on the blanks). 

Do not turn to this exercise until preliminary explanation has 
been made. 

“Tf you could choose to do one of the following, which would 
you choose? Remember you have only one choice: 

Ride a horse? Saila boat? Driveacar? Hands up—those 
who say “ Sail a boat.” (Do the same for the other two.) ‘“ Do 
you notice that you do not all like to do the same thing? Now 
look at Exercise 7. On this page you will find three things that 


26 ALBERT SYDNEY RAUBENHEIMER 


you can do under A, three things under B, and soon. I want you 
to put a cross in front of the one thing in each group that you 
would like to do, if you had only those choices. Don’t forget you 
have only one choice from each group, and do not leave out a 


group.” (E. should walk around quietly and watch for omissions. ) , 


Test V—Controlled Association (Exercise § on the blanks). 

“Turn to Exercise 8. Look at the word Chums at the top of 
the page. After the word chums there are four statements that 
tell how one might feel about chums. Find the one statement that 
comes nearest telling how you feel about chums, and put a cross 
on the dotted line after it.” 

“Next read the four statements about playgrounds, and put a 
cross after the one statement that comes nearest telling how you 
feel about playgrounds.” 

“Do the same for each of the others, Boy Scouts, playing 
hookey, etc. There are two pages of these; go right on to the 


second page when you are through with the first.” (E. should 


walk around quietly and watch for omissions. ) 


Test VI—O ffense Rating, Form A (Exercise 9 on the blanks). 
Have pupils place their pencils on the desk. 


“Turn to Exercise 9. Read the directions at the top of the 


page.’ (E. reads the entire directions aloud, and then gives the 
following directions) : 

“Will you read through the ten paragraphs given below, and 
find out the offense, the wrong act, that is not quite as bad as what 
the others are.” “‘ Be sure and get one only.” (After they have 
all fixed their choice) : ‘“‘ Now mark the one that you have found 
with a figure 1 on the dotted line after it.” (Pencils down again. ) 

“Next find the one that is just a little bit worse than this one, 
and mark it 2.” (Pencils down again. ) 

“Now find the one that is just worse than that, and mark if 3; 
and so on 4, 5, etc., until you come to 10, which will be the worst 
one. Be careful not to have two 5’s, two 8’s, etc., and do not 
omit any.” (E. should walk around REE a watch for 
omissions or that they do not mark a tie.) 


OE — eS ee eee, rere 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 27 


Test VI—Offense Rating, Form B (Exercise 10 on the blanks). 
Have pupils place their pencils on the desk. 
“Look at Exercise 10. Here again we find 10 short accounts 
of ——,” etc. (Same as for Test VI, Form A, Ex. 9.) 





Test VII—Overstatement, Part I, Forms A and B (Exercise 11 
on blanks). 

“Turn to Exercise 11, Practice Exercise. Read the direc- 
tions.” (E. then reads through each sample question, and asks 
the pupils to mark themselves 2, 1, or O, as explained in the 
directions. When they have added up their scores he makes them 
hold up their. hands as they have more than 15 points, 10 points, 
and 5 points. ) 

“Now turn to Exercise 11. Here you have some more ques- 
tions just like you had before. [I want you to mark yourself again 
just as before: 2 means you know it very well, 1 means that you 
know something about it, and 0 that you know nothing about it. 
We want to see what your score will be like.” (E. reads each 
question and has pupils put down 2, 1, or 0. When Form A is 
completed, form B is done the same way. ) 


Test VII—Overstatement, Part II, Forms A and B (Exercise 12 
on blanks). 

“Turn to Exercise 12. Read the directions. Look at the 
samples: ‘The number of days in a week is 5, 6, 7, 8.’ The 
right answer is 7, so 7 has a line under it. Look at the second 
sample: ‘New York is in England France Spain United 
States.’ The right answer is United States, so United States has 
a line under it. Below are a number of sentences of the same 
kind. You are to read each sentence and draw a line under the 
one word that makes the sentence true. Go right on to Form B 
when you are through with Form A.” 

(See that pupils do not stop at end of first page. Allow enough 
time for all, or practically all, to finish. Exceptionally slow 
pupils may be urged to go faster. ) 


28 ALBERT SYDNEY RAUBENHEIMER 


Section IT 
Tests Developed 


In this section examples are given of the tests developed. In 
the experiment reported in the next chapter, the word test did not 
appear on the blanks nor in any statement or the instructions. 
The tests were given in the order stated in Section I. They are 
reported here in a different order merely to have the separate 
forms of the test together. 


EXERCISE 1 
Number F Form A 


Directions: 

We want to see who has read the most books. You are to 
mark a cross on the dotted line in front of every book you 
have ever read, no matter how long ago you read it. After 
you have finished marking the crosses, count up the num- 
ber of crosses you have marked. This number will be 
your score. We want to see who will have the best score. 
Afterwards we will have you stand up and tell your score. 
A PERFECT SCORE IS 25. Look at the sample. 


Sample: 
1..X..Anderson’s Fairy Tales 

US a ees Robinson Crusoe US dss 32 The Prize Fighter’s Story 
Oe ace Little Men ASR Mee The Half Back 

Seben ee Uncle Remus Stories DU ys whalers The Captain’s Daughter’s 
ANG s The Underground Patrol Secret 

Bleed babe White Fang Zl se ewes Sea-side Adventures 

Ona ies Tale of Two Cities 22b ayes Hans Brinker 

Tienes Alaskan Gold Stories 2S ee. cat Scouting in Strange Lands 
a ne iP Kidnapped 24 ee Five Little Peppers 

MR Sen The Boy Thief 25F ou By England’s Aid 

TORS The Pirate’s Revenge 

Lesa Lady of the Lake NOW COUNT, UP YOUR 
12e soe Penrod SCORE AND PUT THE NUM- 
LG oa ete Kit Carson’s Last Ride BER YOU HAVE READ IN 
1a eae Boys of ’76 THE SPACE HERE. Remember, 
ja eb The Guns of Bull Run a PERFECT SCORE is 25. 

Lose acer By Pike and Dyke 
Votan $5 Tom Wilson and His School MY SCORE IS.......... 


(Go to top of next column.) 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 29 


EXERCISE 2 
Number F Form B 
INighealks Mages a8 MARR E Om Ceru Clo RODE ee Ag@c. Shien Grad ezine adc +s 
Directions: 
We want to see who has read the most books. You are to 


mark a cross on the dotted line in front of every book you 
have ever read, no matter how long ago you read it. After 
you have finished marking the crosses, count up the num- 
ber of crosses you have marked. This number will be 


your score. 


We want to see who will have the best score. 


Afterwards we will have you stand up and tell your score. 


A PERFECT. SEORE)IS125. 


Look at the sample. 


Sample: 
1.:X..Anderson’s Fairy Tales 
Begin here: 
Mosca? Treasure Island 16.32, 2 Scouts of the Valley 
PARAMS ap Black Beauty [itarcks Lone Star 
mise pang 3 The Flagman at Signal 18...... Huckleberry Finn 
Rock 19 ete William Chesterfield 
As Nes Rip Van Winkle 20 Rte True to His School 
Seek The Revolt at Bunker Hill 21...... Call of the Wild 
Geae as Blind Tom’s Adventures Cerca Campaigning in Argentina 
hatha Gulliver’s’ Travels ZIT Me he Tom Sawyer 
ols ate Bob, Son of Battle Zane ae Sunk Without a Trace 
9......The Crimson Sweater ZOORR Su The Friday Murders 
LO arate The Death of Marco Polo 
Pia es With Lee in Virginia NOW COUNT UP YOUR 
i AA Hitting the Line SCORE AND PUT THE NUM- 
U3 Facts Don Strong of the Wolf BER YOU HAVE READ IN 
Patrol THE SPACE HERE. Remember, 
145. The Mysterious Minstrels a PERFECT SCORE is 25. 
A Boh arehche Ali Baba and the Forty 
Thieves By SOORE. Lome citar: « 


(Go to top of next column.) 


30 


ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 3 


Number C 


James likes to have an easy time. His parents are not 
poor, he therefore thinks that it is not right that he 
should help around the house. He does not care 
much about sport, but likes to drive about in his 
father’s car. 


Brick is fifteen years old and is a real dare-devil. He 
does not care much for school-work, and wants to 
get out. He often goes off with the circus, and gets 
round by picking up rides. He thinks he will get 
right away now, if he can only find a chum to go 
with him. 


Dick joined the Boy Scouts as soon as he was old 
enough. He did not like it at first; the drill and the 
rules were hard. Now he is a troop leader and is 
planning a camp in the mountains next summer. 


Ray Stevens is at school now, but he is anxious to get 
out. He wants to become a taxi-driver. Ray says 
that taxi-drivers have an easy time; they need not 
work so hard, and they go about a great deal. 


Ted is a poor boy; and, although he is at school, he 
must help provide for the family. Ted studies hard 
and also plays on the team; he wants to become a 
doctor. 


Bill Evans is fourteen, and is the leader of his gang. He 
always manages to get his men home safely after 
they had a good time around the pool-room. Just 
last week they saw Tom Mix at the movies without 


paying. 


John was a member of the Fourth Street gang up until 
last week. He was with Red and Tim when they 
got away safely with some fruit, smokes, and bi- 
cycles. They were planning a big haul, when John 
said he was not going to do that sort of thing any 
longer. He has joined the Boy Scouts now. 


Joe Wilson is a friend of Tom Brown and Al Davis. 
They do not care much to be with the crowd. They 
like to get away alone where they can tell each other 
all kinds of stories, and where they can read cheap 
magazines. They do not care much about sports. 


se eee eeees 


oe eeeeever 


eee eeseeee 


eee eres eoe 


eee eevee 


eee errr eee 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 31 


EXERCISE 5 


Number C 


Douglas has studied a great deal about birds and ani- 
mals. Just now he is making a collection of the pic- 
tures of the birds and wild animals of America and 
of other countries. He is also collecting stamps of 
different countries. 


Ken Rogers—The boys round town think that Ken is a 
prize-fighter. He made short work of Billy Wilson 
and Harry Martin the other day when they were 
only joking with him. The little boys are all afraid 
of him. 


Tom is very fond of girls. He is often with Jane and 
Lizzie, because they like boys. He says he does 
not like Mabel and Clara, because they always talk 
to him about their studies. 


David Allen has just been made captain of his team. 
It was hard work for him to gain the honor. David 
also studies hard, and he is fond of reading. He 
sometimes writes stories for magazines. 


Nobby Clark has fun at the expense of other people. 
He does not mind getting into trouble. He vexes 
the girls and now and then even fools his teacher. 
He thinks it adds to his smartness. 


Henry loves building such things as airplanes and motor 
cars. He has to study hard to get to know all the 
parts. He is working on a wireless set now. 


Andy is a very happy-go-lucky sort. He loves taking 
great chances. He would go off with somebody 
else’s bicycle, even with the machine of a stranger. 
He often gets by with a clever excuse; sometimes 
he is not even found out. 


Victor can play the piano well, and spends hours alone 
at the piano. He does not go much with boys who 
play basketball and football. He likes music and 
reading, and when he goes out it is always with one 
or two special boys. 


eee wee eee 


eee ee eens 


re 


eee eee eens 


ra CM a ee te 


eee er ease 


32 ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 4 
Number T 


Sea-side Adventures 

The Cowpuncher’s Revenge 

The Scout That Saved His Camp 

Breaking Through Prison Walls 

Working and Fighting His Way to the Top 
Pool-Room Stories 

Bob Jones, His Gang and the Cops 

The Boy Discoverer 

The Hookie-Players, The Adventures of Gus and Ned 
On the Trail of the Traitor 


Number T 
EXERCISE 6 


A Daring Rescue 

Roy Black The Master Thief 

Captains of Great Teams 

Hobo Stories 

Running Away With the Circus 

The Adventures of Boys Who Became Great Men 
Summer Camp Adventures 

With the Gang in the Back Streets 

The Boy Inventor 

The Escape Through the Woods 


© 00. © # ¢ Ss 8s 816 018 


eee eee eee ee eee 1 


C10: @) Ole 6; Oi 6a 56 8. Com 


eee eee reer eee 


©. 6 6 ee 0 eo 6 e716) Beye 


eee eee wee e rene 


eee eee were eee 


O16 060 010 6 6616 ¢ a6 


eee eee eer eeene 


O10) © 6 0 O50'0 (6 16 (¢ 16 '¢.6 


eevee ee +e ew ees 


eee ee ee ee ewer 


eee e ere esr eeeoen 


eM Me ee ha Can 


© 26 5 tee 40 oe) e166 


Cr | 


UC 0 6 6. @ 6.6/6 £0 Sele 


ee eoeereeereveee 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 33 


Number E 


ee 


@.4 :0) 6 © © ¢ 010) 


see eee we ee 


S61 © 6 6 0p 6 6 


ee eee ewe we 


[Slee ©. 0 \ef0. 6 


6/8. € 416, ©. 0 60 


eee eee ew ee 


Gols a 0) 66 10 © 


pe oe Se 6 8 66 


ots Ste oe 8 © be 16 


Gie 6.0 0 0 6) « a ¢ 


ee 


es 


ey 


ee 


ee 


ee 


oS BL bles 0 4 0 6 


eee ee ee eee 


EXERCISE 7 


Go camping with Boy Scouts. 
Go around seeing the country getting lifts as you go. 
Quit school and go along with the circus. 


Match pennies and win. 
Have a paper route. 
Win money at a shooting gallery. 


See moving pictures of burglars and how they escape. 
See moving pictures of Jackie Coogan. 
See moving pictures of lively parties and dancing. 


Go around with older boys. 
Go around alone. 
Go around with the family. 


See Charlie Chaplin on the movies. 
Light fire-crackers in the class-room. 
Fool round town in the evening. 


Go to work now as a messenger-boy. 
Be a pin-setter in a bowling alley. 
Go on with your lessons at school. 


Go for a joy-ride. 
See a good show. 
Shoot craps and win. 


Learn some trade. 
Work in a shoe-shine parlor. 
Show seats in the movies. 


Borrow a bicycle from some one you don’t know when you 
want one. 

Buy one and have it charged. 

First get the money and then buy one. 


Read about burglars and hold-ups in the paper. 
Read the baseball and football news. 
Read about the boot-leggers and the police. 


Be a good pool player. 
Be the leader of your gang. 
Play on a team. 


Go round to the penny peep shows with your gang. 
Look through the museum with some boys. 
Get together in a pool room. 


34 ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 8 
Number D 


Chums: Tt isithardstoy gouwithout them eee 
Yourcannot-alwayst trust. tenn. yar 
They sometimes squeal on you........... pi A al 
It is best to have them in your gang......——__~ 


Play-grounds: There are always fellows watching you... 
They make you play games you don’t like. . 
There is no chance to do what you want 

TOR ss halle c scacct ovahere sMalevars, shale oxelal secs so te akene ae Se Std? 

You can ae a good time there........ oe 


Boy Scouts: They have too many rules. ..5..5 sea. sak 
They have to drill too hard; it is not much 

PUM che sieeve co otic ces Btu See 

They are regular fellows and have lots of 

fs eee ea eae eee ae lel ee 

They are like: sissies avs. aa sewkoe ane te see 


Playing hookey: It is a slick way of getting away from 
SChOOls asides date hho ke Sa ee 
Nobody knows where you are............ 
It. gets yomuntoatrouble: a. 195: eile eee 
Ttiasuno harm cya sini sae Se eee erie: 


Boys’ clubs: You don’t have much fun there.......... 
You meet fine fellows there.............. 
I would rather be with the gang......... 
They have’ too many rules... s,m aie eee 


Teachers: “They workpihandtraae e272 Sa ee tae eee 
They know they can punish you.......... 
They/are’ not. iainto you..s.g eecee eee 
They are kincd*or.cranicy... erent 


Bumming rides: You can get round to see the country..... 
e738, fully tO. doit). 3. «cc ts wraevia ck ee 
Itimakessyouzghusk vio e seit aeeemete tere 
It is a poor way to, get rounds...¢....... 


Passing checks: To use them you must have money in the 
bank. ..... 2° YS00 Ne DUS ere aes 

You can give them when you have no 

money. .s 3.3 5c SRR OO eo ee 

It is an easy way of getting money on 

somebody else’s name............... 

Anybody will take them for money....... 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 35 


Doing chores round You never get any money for it.......... 
the house: Tei helps the) tary. oh me nF a vars Fa a vio 
Other boys don’t have to. do iteusscnce<cs 

BIGON CLIKE CO 10" 1b cn cae eictecgtis & uh a8) Aft 


Saving money: You must have lots before you can save.. 
hl oolksrkindsorestin cy ne one eeereesa ne rere 
TE MeliAnelO ta. tCUOWL Later. 1 cae ha bane ee eee 
Teussnoteworth the bothers oo... eme etree 


Judge: He likes to punish people................ 
He does not keep the law himself........ 
He does not give you a square deal....... 
FT esdOCSEW hat 1StrIGHte. wa tacaciw see wees 


Having a scrap: Dds erOOU tater Cota tek ase os WE 
It is not the best way of settling things... 

You must take care not to pick on a big 

ROLLOWasrks tei Bemis sta ea a reid oa ace 

fieshowsryouratemnot attaida. ener. ae ae 


Punishment: It’ doessnotcdormuch Pood evs...) soe tees 
It is a mean way of treating a fellow...... 

It makes you think about what you have 

GONE. eee eee ee eres tates Ms 

It is usually somebody else’s fault........ 


Policemen: They have it in for the kids.............. 
" ‘(heyearecladsto, help) yOuroutasssdee s&s as 

: Lets Lh Or SOUL C ERE ve teat Ne tn wales oe ha 

EBM eyaanes US teDIg Dl Uts ced similares sis eer 


Joy-rides: You must just wait along the road........ 
You can go in somebody else’s car........ 
Step on the gas and go as fast as you can.. 
‘Rather cor witor vour tanilivees cress see os 


Hoboes: They are kind of friendly fellows........ 
iL Dey. dow GoMave Oc WOLK ascites a cee aan a 
Hhevgate lazvuatlcaGinty rests «tte eile cies 
They have a pretty good time.....,...... 


Having a paper route: It gives you a chance to get away from 
HONIG es pe ores te acai Oe oe hereienrs oars 

Yowican searnrsome moneyicn sara. sees 

You have a chance to get round town 

ALONE Pn ered et se chien ae as 

You don’t have to be so much with your 

NESSOTS Rear eete etal he tare tracert ie cerns 


36 ALBERT SYDNEY RAUBENHEIMER 


Bluffing: You cat. patatover easily ssc. evn sacle 
It is a good way of getting out of trouble. . 
Iteshows touate nOtsdtratde sacs ra tere 
Ttreally does not pay a. so se raeue oaen eee 


Smoking: Puts: the pepuntowotlasneceracmienwee ane 
Makes you look kind of manly............ eh 
Is not good. for one’s health... s+ 2 sts seen 
All the boys do it when they get out...... 


Borrowing a bicycle: |Your friends might not want to give it.... 
You need not return it soon...) .v.......- 
If you break it your friends won’t mind... 
You don’t have to spend your own money.. 


Speed cops: They. are too hard. on you;...cs6 cue ene 
You can get away from them if you are 

SLICK. 4s ccweheaw matt viene uo Tee eee 

They are always laying for you........... 

They make driving safer .¢ 002.00 asec 


Captain of the team: He is nothing but a big rough-neck....... 
He is areguiar tellow. owen ck emat sees 
He makes his men do all the work........ 
He 'is-a cnéap Sport... ek ae sale cnet 


School rules: Lheyiare 00 Uses’: con eat aa Dae hoe eee 
They are not fair... <ce seve nee eee 
It is nothing much if you can break them.. 
They are to give everyone a square deal... 


Crap shooting: There is nothing in it; it is all luck....... 
I like matching pennies better............ 
You can win if you go on long enough.... 
tis tots of itm, 2i2 cheer eso ce oe eee 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


EXERCISE 9 
Number R 


Directions: 

Below are ten short accounts of wrong acts actually com- 
mitted by boys now in certain reform schools. They were 
between the ages of 8 and 16. 

Will you go through the list and rate each offense accord- 
ing to its seriousness for the one who did it and for other 
people. Mark the offense that is least serious 1, the next 
more serious 2, and finally the most serious 10. Every 
rank from 1 to 10 must be used and no tie ranks are 
permitted. 


soe ee eee 





Begin here: 

(a) John went around with hoboes—slept out in caves, tents and 
boxes. 

(b) Sam set fire to the public school which he attended in Los 
Angeles. 

(c) When Bill’s father started to take him to a reform school be- 
cause of his being bad, he asked to return to the house to say 
good-bye to his mother. There he took a 22-rifle and shot his 
father, killing him instantly. 

(d) Bob ran away from home and got a job, getting his room and 
board with another family. 

(e) Dick signed somebody else’s name to a check and got hold of 
$10. 

(f) Ted played hookey to go to a circus. 

(g) Jack, together with another boy, was accused of murder. 
They had been drinking, were given more liquor by two grown 
men, and in a fight which followed one of the men was killed. 

(h) Bert stole scrap iron from railway cars on a siding and sold it 
to a junk man. 

(i) Ray was sent to a reform school because he struck his teacher. 
He was accused of drawing a knife on a boy when that boy 
claimed a bicycle that Ray had stolen from him. He was ar- 
rested for carrying a blackjack and a knife. 

(j) Joe entered the house of the people next door and took $2.50. 


eee ee 


ores ee 


©) .m) 0) © 


vee eee 


re ea St 


38 ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 10 
Number R 


Directions: 

Below are ten short accounts of wrong acts actually com- 
mitted by boys now in certain reform schools. They were 
between the ages of 8 and 16. 

Will you go through the list and rate each offense accord- 
ing to its seriousness for the one who did it and for other 
people. Mark the offense that is least serious 1, the next 
more serious 2, and finally the most serious 10. Every 
rank from 1 to 10 must be used and no tie ranks are 
permitted. 


Begin here: 


(a) Ralph gave several bad checks in payment for gasoline to run 


his machine. 

(b) Pat ran away from home and went to work with a circus. 

(c) Tom, together with two other boys, had planned to commit 
robbery. All three had been drinking. Tom fired a shot with 
a revolver to halt and then rob a man who was driving a 
machine. He accidentally hit and killed the man. 

(d) Roy broke into a candy store and took some candy. 

(e) Jim made two or three threats of attack upon people. On one 
occasion he drew a knife. 

(f) George played hookey on Fridays only, the days on which he 
was required to memorize poetry. 

(g) Harry, together with another boy, murdered an old lady for 
whom they were working. They threw the body into a shallow 
well. 

(h) Paul traveled around in the middle and far west while bum- 
ming his way most of the time. When he was from 13 to 15 
years old he went twice from the middle west to Los Angeles. 

(i) Henry entered a house and took a gold watch which he sold for 
twenty-five cents. 

(j) Frank set fire to seven buildings with no other purpose than 
to get amusement. The loss was between $5,000 and $10,000. 


a6 ee ele 


wierrele 6.8 


see eee 


he 0 «ela 


a ¢ o)« ane 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 39 


PRACTICE FORM 


Number O Exercise 


READ THESE DIRECTIONS CAREFULLY 


Directions: 


How many of the 10 things mentioned below can you do? 
We want you to mark yourself on each one in this way: 


MicancdontrveGyawellennoneantsrstsas che cxse16 sienets 2 points: 
Mae te PATER IE co nae fiers aie 6 « oynicin » 1 point: 
PLNOWRUO Loin eeaDOUt tae teers aes cee > 0 


Now go through the list and give yourself a grade of 2 
points on each one that you can do very well; give your- 
self 1 point on each one that you can do fairly well; and 
give yourself 0 on each one that you know nothing about 
at all. 
DOLE RFECT SCORE "19°20" POINTS. “WE WANT 
- TO SEE HOW MANY OF YOU CAN GET A PER- 
FECT SCORE. After you finish we will have you stand 
up and tell your score. 





Begin here: Score 
PTO SWI Tue ee A ot a ke Se a ba 9) a's points 
BeaLaney OU SKATC ON TD Er Skates fae Bk beet ke) eh adie aise s points 
Met at WOULOCIVG GICAn haa AIT ites Cee Pe be eee aA yo alee points 
Bea eUO T106 Ot DOCSEDACKI Top ol wks Wh i ue het Mama pie’ points 
De EvONE Pam ata t tae oe de ee wie oe eo points 
OmPeATEVOImONeratcva ty De WLItel cu) alll bh tk oy eee te points 
NE SCE LTA Tt he ee a ak Mee 8 ena hes points 
See COT ASICS AUOLSO ie ee ee points 
Pere VO take Cate Of an incubator’, fe en ee points 

foe CaInyouisaw aepoard sdtiarely across’ ae points 
Now add up your score. i DAs SO) ea points 


A PERE ECT SCORE IS 20. POINTS, 


40 ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 11 


Number O Form A: Part I, Page 1 
Names. fissuiiihs ae ook Sa ee ss ee we ees AGES. bese Gradé.. 2c dsiseuuiel 
Directions: 


Here are some more questions like the ones you just had. 
Mark yourself this way: 


[ know. itivers Welhiies on cach be aeses oe 2 points: 
Eeinow something aboutit Ae eee 1 point: 
I know nothing at all about it............ 0 


A PERFECT SCORE IS 80 POINTS. WE WANT 
TO SEE HOW MANY OF YOU CAN GET A PER- 
FECT SCORE. After you finish we will let you stand 
up and tell your score. 


Begin here: Points 
1. Do you know who discovered America? 
2. Do you know who saved the life of Captain John Smith? 
3. Do you know much about the Boy Scouts? 
4. Do you know where the pyramids are? 
5. Do you know how to play checkers? 
6. Do you know when to use “ shall”? and when to use “ will”? 
7 
8 


see eee 
cee eee 
926 = ome 
«(S'a\'e ae 
see eee 


O €,0 16 ee 


. Do you know how many pints there are in a gallon? 
. Do you know the different ways of catching fish? 
9. Do you know how to play “ Five Hundred ”? 
10. Do you know who wrote “ Huckleberry Finn’? 
11. Do you know how to play baseball? 
12. Do you know who wrote the Declaration of Independence? 
13. Do you know what the flywheel of an engine is for? 
14. Do you know who was the President during the Civil War? 
15. Do you know the difference between nouns, adjectives, pro- 
nouns, and verbs? 
16. Do you know which month has the longest night? 
17. Do you know which oceans touch Africa, America, and Aus- 
tralia? 
18. Do you know how to play chess? 
19. Do you know how to find the North Star at night? 
20. Do you know who was the prophet who spent the night in 
the lion’s den? 
TURN OVER TO THE NEXT PAGE. 


* @ phe ee 


see eee 


26 e's s 


cecee @ 


ee 


© ¢ o 6 ee 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


EXERCISE 11 (Continued) 


41 


Number O Form A: Part I, Page 2 
Dore Rael tees ak ioe Con See alm sin 3's AGES Stree Grade... 
21. Do you know where the gasoline and air are mixed in an 


auto? 


. Do you know the difference between a whale and a fish? 
. Do you know the wireless call that ships at sea use when 


they are in danger in a storm? 


. Do you know where the Victoria Falls are? 

. Do you know which heavenly body is nearest the earth? 

. Do you know what is the record for the running broad jump? 
. Do you know the difference between “priceless” and 


“ worthless ”’? 


. Do yott know when the “ Dark Ages” were? 
. Do you know the Roman numbers up to 100 (like IV, VII, 


etc.)? 


. Do you know how to find the square root of decimals? 
. Do you know what period of history was called the “ Middle 


Ages”? 


. Do you know what causes the tides? 

. Do you know how to multiply decimals? 

. Do you know who wrote “ Peter Pan”? 

. Do you know in which religion the caste system is found? 

. Do you know in what century English Literature reached its 


height? 


. Do you know the difference between the Parthenon and the 


Pantheon? 


. Do you know what a sarcophagus is? 
. Do you know a material used for wireless detectors? 
. Do you know how many degrees there are on a Centigrade 


thermometer? 
NOW ADD UP YOUR SCORE. 
A PERFECT SCORE IS 80 POINTS. My Score is: 


Seip «6.18 


mS mw ele 


see eee 


ee 


see eee 


see eee 


eee eee 


esha oie, © 


o 2 id ay 8 6 


see eee 


ee is «0 


42 ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 11 (Continued) 


Number O Form B: Part I, Page I 

Name y ccc chcsie tien ie pen ctopiatoleratareroroleherepalebtaent APC uoteenes 4 Gradéaes..eure 

Begin here: Points | 
1. Do-you know where silk comes iromi?)° ':), 4) 4 2 ee 


2. Do you know in which month Thanksgiving comes? ——...... 
3. Do you know who discovered the North Pole? APE eos 
4. Do you know how long it takes the earth to turn once on its 
axis? a) Meee eee 
. Do you.know where air-brakes are used? .. 3 aie 
. Do you know what instrument the sailors use to tell their 
difections at seahorse ee) 
7.,Do you know how often leap. year comes? . ~ +). Sean 
8. Do you know how to read+music from notes?) 2— |) 1) a ee ee 
9. Do you know who was the first white man to see the Pacific 
Ocean ee Ae A Oe eg oy a 
10." Do you know where Calcutta is? fs 50 ee ee 
IL. Do you know who wrote” Hamlet Oro 7 At J ae ee 
12. Do you know how the parts of a bicycle work? =  —.,..... 
13. Do you know how the different keys are indicated in music? ...... 
14). Do’ you know who'wrotes. Oliver Twist 0.0 ts Cee ee 
15. Do you know in which month the longest day comes?  ...... . 
16. Do you know who invented the telephone? § .§. 4..... 
17. Do you know the difference between “noted” and “ notori- 
OUS Pr rei ON ce ee aa? Onan °c a 
18. Do you know much about birds and their nests? = 8° © ...... 
19. Do you know what the use of a cylinder in a motorcycle is? ...... 
20. Do you know what causes an eclipse of the sun? =  ,..... 
TURN OVER TO THE NEXT PAGE. 


NA un 





EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 43 


EXERCISE 11 (Continued) 


Number O Form B: Part I, Page 2 

BNPATTIC CLP MRR bt See svete s Weis S SMudieweieieie ARCnet econ Grader naciettees 

Points 

21. Do you know who wrote “Robinson Crusoe”? j= — ...... 

Eoawo you know how. to playseroqnetss | “i Free A eho BAUR yas 
23. Do you know the signals a motorist uses when he wants to 

LUGE eee Gee Oe Pe RR PL Re ee 

24. Do you know who first made a success of the flying machine? ...... 

25. Do you know how to read the International Morse Code? _........ . 


mMoOlLvon Know NoOwstosalliavsalling, DOatr) = 81 | 9.) Ewume ronan 
. Do you know in what time the fastest runner has run 100 


Valdsiye © (nem wynitn SUM erehe  Uerwse Keele Doe inl Diag ace 


MOOLVOULKnOw hows tOl playeDilltardsramamee |) EY NaPheel  Skltaece deri: 
Sporyeui now nowetorpidyitenniets (6) be 8 woo “Reed 


Do you know what the receiving wires of a wireless are called? ...... 


. Do you know how they set up the type for printing the daily 


DaApers: + eek Ona me wpa SON) Weber ir ae) hl BS 


. Do you know the stages through which a butterfly passes in 


its development? 


. Do you know the names of the first five books of the Old 


Testament? 


DO Onvou Know. whatemOsdics arere he “mM lapemyapealiia! Yao linh) thats 
. Do you know where Buddhism had its origin? = ~~ ...... 
. Do you know for what Michelangelo is noted? = #  X...... 
mDorvou know whatsthesLouvresis ey) Si») Se (meme ea... 
. Do you know what the largest of the pyramids is called? —_......... 
. Do you know what is mixed with water to make acetylene gas? ...... 
. Do you know how water enters the roots of plants? = ...... 


NOW ADD UP YOUR SCORE. 
A PERFECT SCORE IS 80 POINTS. My Seore is tis... 


44 ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 12 


Number O Form A: Part II, Page 1 
Namie sisic\rc fied rise soem ited ard cere eltera eteteonete te ASOD ein Glee Grade. .c.cisieem 
Directions: 


Draw a line under the right answer to each of the ques- 
tions below as shown in the samples. 
Sample 1. The number of daysina weekis 5 6 7 8 
Sample 2. New York is in England France Spain United States 


Begin here: 

1. America was discovered by Drake Columbus Balboa Cook 1 

2. The Indian girl who saved Captain John Smith was Pocahontas 
Uncas Hiawatha Minnehaha 2 

3. A Boy Scout must not eat candy’ ride horseback chew gum 


smoke cigarettes 3 
4. The pyramids are in Arabia Palestine India Egypt 4 
5. The king-row is used in checkers cards crokinole dominoes 

croquet 5 
6. When a person is very certain he must say “I shall” “I will” 

“You will” “He will” 6 
7. The number of pints ina gallonis 2 4 6 8 Z, 
8. A fish that is caught witha fly is the cod trout carp sole 8 
9. In “ Five Hundred” the score for a bid of six hearts is’) 50 100 


200 500 
10. The usual number of innings ina baseball gameis 7 9 11 12 1 
11. “Huckleberry Finn” was written by Alger Dickens Henty 


Mark Twain 11 
12. The Declaration of Independence was written by Washington 
Jefferson Franklin Patrick Henry 12 
13. A steam engine is kept running smoothly by means of a_ piston 
fly-wheel governor cylinder 13 
14. The President during the Civil War was Washington Wilson 
Roosevelt Lincoln 14 
15. An example of a pronoun is good work you eat 15 


16. The longest night comes in April June December February 16 
17. The Ocean between Africa and Australia is the’ Pacific Arctic 


Indian Atlantic 17 
18. The most important piece in chess is the Knight Queen King 

Bishop 18 
19. The North Star can be found by means of the Little dipper Mars 

Big dipper Cassiopeia 19 
20. The Prophet who spent the night in the Lions’ Den was Daniel 

Jonah David Joel 20 


TURN OVER TO THE NEXT PAGE. 


Sie pn 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


EXERCISE 12 (Continued) 


45 


Number O Form A: Part II, Page 2 
INEST ears, ooo. AIRS SIG 0.5 COM eee Ages. acta Grades. cMeisic 
21. In an auto the gas and air are mixed in the carburetor cylinder 


differential radiator 


. A whale is not a fish because it has milk glands teeth fins 


a tail 


mel he anger call-ot:a ship 1s:-. G-O)D>--R:8.V;P.—-S.0S8.- ~KeRzP: 
. Victoria Falls are in Australia Canada Africa United 


States 


. The heavenly body nearest the earth:is Mars Sun Neptune 


Moon 


. The record for the running broad jump in feet is about 20 22 


Ate PF 6 


. “Priceless”’ means about the sameas_ valueless cheap valuable 


worthless 


. The “ Dark Ages” began about 300 B.C. 200 A.D. 500 A.D. 


1500 A.D. 


. The Roman number for 49 is CLV TEx x MCLIX 


XLIX 


. The square root of .0081is 9 .09 .009 9 
. An event which took place during the Middle Ages was the 


Great War Reformation Fall of Rome Wars of Napoleon 


. Tides are caused by winds rotation of the earth attraction 


of the moon ocean currents 


. The answer for .2 times .2is 4 .4 .04  .004 
. “Peter Pan” was written by Shaw Barrie Dickens Wells 
. A religion in which the Caste system was observed is Buddhism 


Confucianism Brahminism Mohammedanism 


. English Literature was at its height in the 16th Century 17th 


Century 18th Century 19th Century 


. The Parthenon isin Paris Rome Constantinople Athens 
. A material often used for wireless detectors is glass _ silicon 


mica platinum 


. A sarcophagus isa kind of arch church tomb _ tower 
. The number of degrees on a Centigrade thermometer is 32 100 


180 212 


46 ALBERT SYDNEY RAUBENHEIMER 


EXERCISE 12 (Continued) 





Number O Form B: Part II, Page 1 
Namews ss ¢ Cag ae eoin eee aia tir Lae ne Da ee Oe a Grad@v.as<ageen 
Samples: . 
1. The number of days inaweekis 5 6 7 8 1 
2. New Yorkisin England France United States Spain zZ 
Begin here: 
1. Silk comes from worms plants. sheep’ goats ; 1 
2. Thanksgiving comes in May June November December 2 
3. The North Pole was discovered by Scott Cook Peary 
Amundsen a 
4. The time the earth takes to turn once on its own axis is about 
24 hours 30days 4months 365 days 4 
5. Air-brakes are used on automobiles aeroplanes balloons 
trains 5 
6. Sailors tell their direction during storms by means of the rudder 
barometer telephone compass 6 
7. Leap year comes once every 2 years 4 years 6 years 
8 years 7 
8. A dot placed after a note in music increases its value one-third 
one-half one-fourth one-eighth 8 
9. The first white man who saw the Pacific Ocean was Balboa 
Drake Columbus Cooke 9 
10. Calcutta isin India Egypt Siberia Mexico 10 
11. “ Hamlet” was written by Goldsmith Shakespeare Tennyson 
Burns 11 
12. A racing bicycle should have a_ large front sprocket long chain 
large front wheel large hind sprocket 12 
13. In the flat keys, E flat is always on the first line second line 
third line fourth line 13: 
14. “Oliver Twist” was written by Dickens Stevenson Mark 
Twain Dumas 14 


15. The longest day comes in June April September December 15 
16. The telephone was invented by Edison Bell Marconi 


Hammond 16 
17. “ Notorious’ means the same as_ famous noted bad reputation 
unknown Fi 
18. A bird that lays speckled eggs is the robin blue-bird English 
sparrow. pigeon 18 
19. In a motorcycle the gasoline explodes in the carburetor 
radiator generator cylinder 19 
20. An eclipse of the sun is caused by the shadow of the earth 
the moon Mars _ Jupiter 20 


TURN TO NEXT PAGE. 








Number O 


eke 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


EXERCISE 12 (Continued) 


Robinson Crusoe was written by Alger Irving Defoe 
Dickens 


. Wickets are used in playing tennis croquet soccer hockey 
. When a motorist wants to turn to the right he must point his hand 


to the ground up  tothefront _ straight to the side 


. The first successful machine to fly was made by Fulton 


Stevenson Wright Zeppelin 


. In the International Morse Code one dotis A M E R 
. When you sail a boat against the wind you have to. drift tack 


scull reverse 


. The best time for the 100 yard dash has been about 8:3 9:3 


16 =~1033 


. The number of balls needed in playing billiards is 3 4 10 15 
. The score in a “love-set” in tennis is 8-6 1-6 66 60 
. The receiving wires of a wireless are called the amplifiers 


detectors reflectors antennae 


. The machine used for setting up the type for the daily paper is 


called a _  printing-press mimeograph typewriter  linotype 


. The stage in the development of a butterfly which resembles a 


worm is the pupa cocoon’ chrysalis larva 


. The fourth book of the Bible is Genesis Numbers Exodus 


Job 


. Mosaics are designs churches memorials tombs 
. Buddhism had its origin in Arabia China India Egypt 
. Michelangelo was noted as a painter pianist musician 


sculptor 


. The Louvreisa church museum _ burial-place stadium 
. The largest of the pyramids is called Cephren Sphinx Cheops 


Mycernus 


. To make acetylene gas you mix water with calcium carbide 


sodium sulphate potassium chloride magnesium nitrate 


. Water enters the roots of plants by capillarity osmosis 


evaporation solution 


47 


Form B: Part II, Page 2 


48 ALBERT SYDNEY RAUBENHEIMER 


Section III 
Scoring Methods Used 


The scoring methods of a test are largely determined by the 
purpose for which the test was developed. In the case of the 
present series of tests the purpose was to have an instrument that 
would bring the questionable attitudes and interests of the subject 
to light. Of course, it would not be impossible to recognize some 
extremely worthwhile and commendable interests of the subject 
in the responses that he gave; but neither in its aims nor its 
methods was this study directly concerned with the commendable 
and healthy character traits of the subject. It was his potentially 
delinquent interests that were sought. Whether or not a response 
betrayed a questionable, undesirable, unhealthy interest or prefer- 
ence, therefore, became the criterion for evaluation of the test 
responses. A ligh score would be indicative of a marked degree 
of interest in, or preference for, matters questionable; a low 
score a more healthy-minded and desirable disposition. 3 


Test I—Forms A and B (Exercises 1 and 2 on the blanks). 
Score is the number of fictitious titles checked. The fictitious 
titles are: 


Form A. Form B. 
The Underground Patrol The Flagman at Signal Rock 
Alaskan Gold Stories The Revolt at Bunker Hill 
The Boy Thief Blind Tom’s Adventures 
The Pirate’s Revenge The Death of Marco Polo 
Kit Carson‘s Last Ride The Mysterious Minstrels 
Tom Wilson and His School William Chesterfield 
The Prize-Fighter’s Story True to His School 
The Captain’s Daughter’s Secret Campaigning in Argentina 
Sea-side Adventures Sunk Without a Trace 
Scouting in Strange Lands The Friday Murders 


Test II—Character Preference, Forms A and B (Exercises 3 and 
5 on the blanks). 

In this test as well as the next—Reading Preference—the 
responses of the subject were scored in terms of the square of 
their deviation from the values derived from the rankings given 
by a group of competent judges. First of all, the character 
sketches and the lists of books were submitted to twenty com- 


Se 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 49 


petent judges—professors, graduate students, juvenile court work- 
ers—all of whom gave the material their careful consideration. 
They were asked to rank the characters in the order of their 
worthwhile influence on the healthy and desirable development of 
boys of ages ten to fourteen, presuming that each of the boys 
described could be cultivated as a friend or pal by the other boys, 
whose development was being considered. A definite amount of 
agreement was noted between the rankings given by the different 
judges in respect of the relative positions of the different char- 
acters, so the percentages of judgments that character A was more 
worthwhile than character B, and B preferable to C, and so on 
(as the case may be), were calculated. From these measures of 
relative position a series of values was obtained for the characters, 
the values being so many Standard Deviations of the distribution, 
of which the distribution of greater judgments is the integral 
(see Thorndike, Mental and Social Measurements, page 122 ff, 
and Kelley, Statistical Methods, page 373 ff), e.g., 80 per cent 
preferred character E to character C, which equals .841621 sigma; 
85 per cent preferred character C to character G, which equals 
1.036433 sigma; 85 per cent preferred character G to character 
A, which equals 1.036433 sigma. And so on for the others. 

Thus a graded series of values for the different characters 
could be developed. If E were given a value of 0, C would be 
8; G, 1.8; A, 2.8, and so on. In order to have a series of 
values that would be free from decimal fractions, each of the 
series, t.e., for both Forms of the tests, was multiplied by an 
appropriate number to yield a series of integers. The following 
are the standard rankings, together with the corresponding values, 
for the different items of the two Forms: 


Form A Form B 
Ranking of Ranking of 
characters characters 
as given ne test: Values as given in test: Values 

3 6 

6 11 7 17 

& 2 5 15 

5 9 1 0 

1 0 6 15 

7 13 2 3 

3 5 8 19 

8 rs 4 10 


50 ALBERT SYDNEY RAUBENHEIMER 


Test IIJ—Reading Preference, Forms A and B (Exercises 4 and 
6 on the blanks). 
The score is the sum of the square of the deviations from the 
values derived from the rankings given by competent judges. 
The values for the different items in the series in this test were 
derived in exactly the same way in which those for the previous, 
test. The following are the standard rankings, together with the 
corresponding values for the different items of the two forms: 


Form A Form B 
Ranking of Ranking of 
books books 
as given in the list Values as given hes list Mieeg 
- +4 
6 6 9 11 
Z 0 2 1 
8 8 8 10% 
1 0 7 9 
9 9 1 0 
10 10 5 3 
3 2 10 12 
‘i 8 x 1 
5 5 6 > 


Sample of Scoring Method for Tests II and III. 

Supposing a subject ranked the characters of Test II, Form A, 
in the following manner: 3 2 1 8 4 5 7 6; then, to get 
the deviation for each item the value for 3 is found, viz., 5; but — 
the item that is ranked 3 ought to have been ranked 4, whose 
value is 8. The score on the first item, therefore, is the square 
of 8 — 5, which is 9. The same procedure is followed for each 
of the other items, and the final score will be the sum of 9, 49, 4, 
16, 64, 4, 1.e., 226. 


Test IV—Activity Preference (Exercise 7 on the blanks). 

The score on this test is the number of questionable activities 
marked. Since there was only one form for this test, the scores _ 
on the odd and the even groups were recorded separately. 


Test V—Controlled Association (Exercise 8 on the blanks). 
The score here is the number of questionable reactions given. 
The scores on the odd and the even items were recorded separately. 





EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 51 


Test VI—Offense Rating, Forms A and B (Exercises 9 and 10 
on the blanks). 

The score in this test is the sum of the square of the deviation 
in ranking for each item from the standard ranking developed by 
Clark in his Offense Rating Scale. The standard ranking of the 
items as arranged in both forms of the tests is as follows: 


Form A Form B 
ED WR SS as eh a 3 COL BAe 6 
go) hse ad EEA 5 8 (doy) a ee a Ae Ba 2 
HOS Saree rete poate 10 fob eet ne eet 9 
(Cbidsclasts taioe fe BP ei ER ag age? 4 
CON ES ere 6 CO Se aegsee te eae if 
CDs ce als 1 UE Pitse rcrtae see arnt 1 
CPL fore e Aa 9 (oye mare: 10 
Be ae ee ce etl 4 (CIDR | More Pana Same 3 
i Sikes Rie tat. i (i) Ee tie es aR 5 
Cj) mee ee, 5 (ney cei Aen ae 8 


Test VII—Overstatement, Forms A and B (Exercises 11 and 12 
on the blanks). 

The score on this test is expressed as percentages of overstate- 
ment or understatement. This is calculated in the following 
manner: 

Score on Part I—the points which the subject gave himself ; 

Score on Part I[—(the rights minus 1/3 the wrongs) times 2; 

Final Score—the per cent that the score of Part II is less or 

more than the score of Part I. 


Thus: 

A subject gave himself 50 points on Part I. He had 20 items 
correct; 6 were wrong. His score on Part II was 20 minus 1/3 
of 6, which is 18; multiplied by 2, viz., 36. His final score, 
therefore, was overstatement to the extent of 28 per cent. 


CHAPTER ALY, 
DESCRIPTION OF EXPERIMENT 


1. A Preliminary Experiment. 

Because of the untried tests and test methods sneered in the 
previous chapters, it was thought advisable to make a preliminary 
inquiry, in order to see whether the methods and materials were 
such as to warrant development and use, and more especially was 
it necessary to find out whether the tests were not merely tests of 
mental ability. 

In order to try out the tests that had been developed, two of 
the tests of the present series, viz., Test II, Character Preference, 
and Test III, Reading Preference, were given, in the winter 
quarter of 1922, to 259 boys, ages from ten to fourteen, from 
three schools in different environments in San José and Menlo 
Park. Later on during the Spring Quarter, Test VII, Overstate- 
ment, was given to the two schools in San José. The following 
was the outcome of this preliminary inquiry : 

One form of the National Intelligence Test was given to all 
the subjects, and in addition the teachers were asked to rate the 
boys they knew on a five point scale on each of the following: 
attitude toward associates; towards authority and institutions; 
towards duties; towards property; and attitude regarding their 
own persons. 

1. The method of giving the tests proved to be perfectly satis- 
factory. The subjects were at their ease; there was no evidence 
of suspicion concerning the implications of their responses; and 
the materials proved to be of interest to the boys without arousing 
disgust of any kind—as materials of this kind could readily do. 
Remarkable differentiation was evident on the test scores between 
the group and between individuals. 

2. The tests proved themselves to be markedly reliable, the 
reliability for Test II for different groups ranging from .64 to .80. 


——— 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 53 


The reliability for the boys from the Training School, which is a 
representatively average school, was .66. In the case of Test III 
the reliability ranged from .55 to .73. The reliability for the 
training school group was .67. It must be explained that the 
items of both these tests were printed on cards. The subject then 
had to arrange these cards so that the order gave the order of his 
preferences. This was a very satisfactory procedure; the task 
remained a novel one to the subjects throughout. It was to be 
regretted that the procedure could not be continued in the present 
experiment, because of the amount of time entailed in scoring the 
responses. It would appear that the original method of using 
cards is the more satisfactory one. The method used in the final 
experiment has the disadvantage that, when the second form of 
the test is given, the task is no longer a new one, and the subject 
is inclined to make his choice rather hurriedly, and with not the 
same deliberation with which he made his choices on the first form. 

The reliability for the Overstatement Test, 1.e., Test VII, came 
to be .56. This, however, was the first draft of the test. It was 
later reorganized on the basis mentioned in the previous chapter. 
The reliability subsequently turned out to be much higher. 

3. The correlation between Tests II and III and the National 
Intelligence Tests for different groups ranged from .088 to .48. 

4. The intercorrelation between Tests II and III for the 
Training School group was .511. 

5. The correlation between teachers’ ratings on limited groups 
and test scores ranged from .21 to .32. The higher agreement 
between teachers’ ratings and test scores came from situations 
where a teacher in the school in the poorer environment knew 
the boys she was rating, these boys having been either juvenile 
court cases or problem cases in the school. 

These results were undoubtedly encouraging. Since the same 
subjects could not be used for development of the tests, after the 
overstatement had once been given to them, a new group of sub- 
jects had to be selected. This led to the planning of the 
subsequent experiment. 


54 ALBERT SYDNEY RAUBENHEIMER 


2. The Final Experiment. 

In planning the main experiment some of the findings and 
experiences of the preliminary experiment were utilized. First 
of all, because of the fact that teachers do not know all of the 
children in their classes well enough to be able to give a reliable 
rating on the moral development of each child, or even of a fair 
majority of them; and because the teacher is more likely to be 
acquainted with the extremes in her grade—whether it is concern- 
ing a question of intelligence, character, or what not—it was 
decided to ask the teachers to select the extremes of her group 
for the actual experiment (see below, actual group selected). 
Again, because of the marked differences found in the previous 
experiment in the average scores for the groups from the different 
communities, and because of the positive relationship that exists 
between poor environment and delinquent behavior, it was thought 
desirable to select subjects from differing social and educational 
environments, in order to make a comparative study of the 
differentiation that might be made by the tests. 

Another matter of consideration was the factor of age. The 
original experiment seemed to indicate a slight decrease in scores 
(i.e., moral improvement) from age ten to fourteen. The literary 
character of the test materials might, or might not, account for 
such a difference. Whether or not moral habits have become 
thoroughly established at the age of ten, or to what extent the 
directive forces of educational influences—the home, the school, 
associates, etc—have been successful in bringing about the con- 
trol and inhibition of questionable tendencies at the age of four- 
teen is not known. In fact, very little is known about the nature 
of the moral development of boys during these years under dis- 
cussion. As stated in Chapter I], the mode of the age distribution 
of boys who appear before the court for the first time on some 
or other charge of delinquency is thirteen, with fourteen, perhaps, 
as the mode of the ages of boys actually in reform schools. It 
was therefore deemed advisable to select thirteen-year-old boys 
as one of the groups to be studied. In order to make a compari- 
son with an earlier age, eleven-year-old boys were selected as the 
second age group. This was also done because of the fact pre- 





EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 55 


viously noted, viz., that the definite delinquent departure of many 
juvenile court charges can be traced back a year or two prior to 
their apprehension. The object, then, of selecting eleven-year- 
olds was, in part, to investigate whether, by means of a test 
method, it would be possible to find individuals of the group that 
showed signs of persistently marked interest, at that early age, in 
undesirable and questionable activities (a knowledge of such 
interest could be turned by the thoroughgoing educator to excel- 
lent purpose in the prevention of further delinquent development 
through the direction of the boy’s interests and energies to more 
worthwhile pursuits). The most desirable procedure would, of 
course, have been to take boys of every age, say from nine up to 
sixteen. Such a program of selection was outside the possibility 
of the present experiment, because of the tremendous amount of 
time and money it would have required. The following were the 
groups and subjects selected: 

1. The 25 per cent most reliable, stable, healthy-minded, and 
the 25 per cent least reliable, stable, and healthy-minded eleven- 
year-old and thirteen-year-old boys, from grades 4 to 8, in a 
socially and educationally privileged community in Los Angeles. 
These boys were selected from four different schools and com- 
munities which were judged by the city school authorities to be of 
approximately equal standing with regard to the educational and 
social opportunities. These four sub-groups will hereafter be 
referred to as: 13 years Ai (1.e., the most reliable group); 13 
years Ae (1.e., the least reliable group); 11 years Ai (1.e., the 
most reliable group); and 11 years Ae (1.e., the least reliable 
group). The selection of the subjects in each school was made 
by the class teacher. She selected the 25 per cent most reliable 
and the 25 per cent least reliable eleven-year-old and thirteen-year- 
old boys in her grade. This was an easy task, because a teacher 
often had only four boys of the required age in her grade, which 
meant that she had to send in two boys. 

2. The 25 per cent most reliable, stable, healthy-minded, and the 
25 per cent least reliable, stable, and healthy-minded eleven-year- 
old and thirteen-year-old boys, from grades 4 to 8, in a socially 
and educationally less privileged community in Los Angeles, 


56 ALBERT SYDNEY RAUBENHEIMER 


formed the second group. These subjects were selected from 
five schools and communities which, too, were considered by the 
city school authorities to be homogeneous as regards social and 
educational opportunity. These four sub-groups will be referred 
to hereafter as: 


13 years Bi (1.e., the most reliable group). 
13 years Bo (1.e., the least reliable group). 
11 years Bi (1.e., the most reliable group). 
11 years Be (1.e., the least reliable group). 


The actual selection of the subjects was made here in the same 
manner as described in the previous paragraph for the A group. 

3. A group of 50 boys, of ages twelve, thirteen, and fourteen, 
from two Parental Schools in Los Angeles, constituted the third 
group. There was not a large enough number of thirteen-year- 
olds, and only very few eleven-year-olds; it was therefore thought 
best to take the group mentioned. This selection, too, it was 
thought, would more likely approach the mental age level of the 
boys selected in the communities mentioned above. It might be 
explained that the boys in the parental schools were those boys 
that had been before the juvenile court on some or other minor 
charge not serious enough for commitment to a reform school. . 
They are a very heterogeneous group, many of them exceedingly 
incorrigible, and “hard boiled.”’ They are full-fledged delin- 
quents, with none of the acquired attitudes of control that are to 
be noticed with the boys of the Whittier State School. 

4. The fourth group was a group of 36 boys, ages thirteen and 
fourteen, from the Whittier State School. The majority of 
these boys had been in Whittier a year or more; they were placed 
there by the order of the court—in the majority of cases for 
some serious or repeated offense. These ages were selected for the 
same reason as mentioned in connection with the Parental School 
group. 

In almost every school the boys asked why they only were 
selected for the task. It was always told them, that to take all 
the boys would be an impossible task; the examiner was inter- 
ested in boys generally, and that for the particular task a sample 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 57 


would suffice. The teachers readily promised not to tell the boys 
what the criterion of her selection was. 


Tests Given. 

In addition to the series of tests reported in Chapter III, Form 
B, Scale 2, of the “ National Intelligence Tests’ was given. It 
was regretted that because of a lack of time a second Form, or a 
Form of the “Terman Tests of Mental Ability” could not be 
given. The school program could hardly be disturbed on a 
second day, when a period of two and one-half hours had been 
granted the previous day. 

The tests were all given by the examiner to the groups that 
were finally selected from the schools. The time taken for the 
whole series was from about an hour and forty-five minutes to 
two hours; there was no time limit set. This was followed by 
the Intelligence Test. The sitting would appear to be long; 
however, with short breaks of a few minutes, and the constant 
change of materials, the boys seemed to enjoy the task very thor- 
oughly. After the task was over they talked quite freely about 
the exercises, but not a single guess as to the implications of their 
responses was correct. 


mA 


fo 


>) _ 4 \ 
neat m 


a sinsty oat ‘ie rt 


in 


‘nese f 
is EES. GARE, AR is a 


eet 
* i sean 


gz ae 





CHa ui he \, 
iC) Baers Lr CORES 


The present chapter is a record of the scores of all the groups 
on all the tests. It must be noted that a low score indicates a 
stable and healthy-minded type of boy; a high score a type that 
has many questionable interests and relations. 


Legend. . 


Ai Most stable, healthy-minded, reliable, from a privileged 
community. 

Az Least stable, etc., from a privileged community. 

Bi Most stable, etc., from a less privileged community. 

Bz Least stable, etc., from a less privileged community. 
Special. Boys from the Parental Schools. 

Whittier. Boys from the Whittier State School. 


ALBERT SYDNEY RAUBENHEIMER 


60 











CP arLG arcs ae POLL OD meeO ar Cw 0 Comes wee leu cle COVMnUcT L0G. eLy. Ser UL 20) 20) Fe Lele ORO vet ene a ee 
C8. £00 99> 08" sp “Co ea c I LeeCc en L I 1S9 PS ZOT Coe ee O75 SOs Ome OO Once he Pele beet eo S 
CL SOT LS eS = UVeesL c if I I 0 uf OF cl be OFC eC hie Sele 0 OS) SCS a ey Ea Le eee Ole pee y 
LUM Peal Vanco Osteo Gee eo S| I Oe eSZee oo ROCCE ESSE CV oc cee Oe eee OE oe OR ol] bona Aas 5) mk ao 
Co OS meer OSL OA 209k Oly Oe poet: Loew Cn OL Ce OL emOOL OSG 781 Ole 20s 0207 COS Cle Le keene 
LSEECO MICO OL eV Ss She |S ee I Sef Ce co" Ber = VZ1 OSL, CSS = FS. On Umer On nunc OMS oC Lam oie) Ceo ee ay 
BOL esl F-9LES Sha. aie I LO Om Oe SOS Poe 905 COle LS I 0 I LOmee ccc La cU0 are bee ol 
CLS eC Cr COles Lie Use Om” Lance 0 meee One Ole OF Leo EpVeevol 092-02 60s 0 eco ee te COVaet one Lael te 
OCP OC RCo Ose CS ark I I Oe oe) I OST. at SIT Cole ch. = OST 20k .0 0 O00 Hea tav em coleeecare eee 
Ce OC ORS Cet Chay cane I I On 0 a Om OP ay Lae 09 OOV ISVS te 99 G20) 20 Ome eC) HL eS Vile oe le ao) 
OF. 1S Zr “OP acl «Pe I 0 I OPO 2205 23 0 8 OZ 128 STi 0 a Ore Ors SCE ae eae eee Ome es 
Con GaeoSe ay Cuma F.L Lion 3S Oe Cece Cle OSCR 97 OZOSSLo. SVC. aL I OF EPS SCH SSS es COO eel eeeZ 
Olea. Va he OP VC oto Les Cone L I I I Ox SOL TS0T. wool SZ eel ae OS eo Cn ee OC emery, Later Lomo a Ceo 
LSaeCoaOV MOVE TC mCCmme Oma.OL 0 E30 Te pte oe OF Cokes Vee leek = Cpse ly 16) 20:ecbes 0 COL Zat bao es 
Tia See lon OC 0D 220, OF 08 2057 5.0 ee Oe Ont 9 Ce OC a VOCS LE COS Ol Oe 20's OOdmE tec lees Olisetbeo laeo acl, 
CLM CHS COMCL CaSO aHO Dee Ge Sa Cee eee Oe COO COC PmeO |] Gar COCA OO) mC Caml em) eee fant iLO Comm) bec ae a os 
Cae OV S599 BOLT OC Sec I I I I 0 991 801 8S eee A Oe Ae i SPARE MS WAC ISO GRE ey 
S0m0G wLe ue oV. Sere ay. Uk SO ars T if OLS Chase OSS Cpa I I Ve LAS Cea AWA Soa Rey °C 
So arlS mOsm OY mo law Vere Co nee Pecan | [Os LAS Ets} Al hee SOS OSiar 96) Om Oe Ofer. OC tee Ga Omen ey Vil merart yl ame en Cl 
toe ciel Pe vOm Vor oan te eG S Co tec OS 005s SSeeeOLS OCO 26 POL abel I Lo aeo UU LemeAse T= Leo wer dl 
e Wn 
» wo > a ooh as = feel gees a wo PP = ce) > 3 jee as i om DP “3 = “a i @ Bs é 
& yy p ry ry ay ry : > hae CO KOE oO 
© Lease a Les re i — : o ° 
gQ Fa er 
io ° Z 
‘L 9 s b EC a | © 
JUVUIVeLS BulzyeYy UOTJEINOSS\W vIUIIofItId VIUIIOfoIg dIUITOJoIg PPO 
-IIAQ IsUIFO pe[f[os}yUo7) AVANIY Sulpray Jo}OeIEY*) syOog 





SHNVWId AOIAVHAE-YAHLOVAVHOD NO GNV SLSAL 
AONADITIALNI IVNOILVN NO “VW dNOUD ‘SAOG CGIO-AVAA-NAALMIHL ALAIA AO SHUODS ‘I ATAVL 


61 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


SErpsspowSzZZSoe ese GSE 6T OT P8196 6 £0S2 82 6bI OO TOL L782 7 LHL S SEL PST b6 6 


I¢ 
£9 
SZ 
6S 
co 
LY 
Le 
£5 
8S 
£6 
OL 
ce 
LE 
cl 
82 
OS 
82 
Le 
| 
cv 
v2 
TS 
Iv 
0¢ 
9T 
LY 
ev 
L9 
cr 
Ie 


02 
08 
08 
vS 
eT 
0s 
tS 
6S 


cy 
LY 


8e 
86 
v8 
vZ 
a9 
88 


cl 
82 
vl 
OF 
82 
8P 
co 
v~ 
07 
vel 
86 
9¢ 
ai 
CC 


92 
OZ 
Or 
8e 


FSO SSSONSSWDSAAPTOMINMWOAMWDONONON 
aol 


AOMODOONDOMOAMNCSCANTOAPOHONOCH es 


SOomoocoocooocomoocovoNoMnnstTootTonmoconed 


SHAMOON BROCCO MNTFONTFROVMATTTPONMNTONNMASO 





Sm TOO R TOC ONOMTHOMONNNONMONOCONCSO 


CSCONCOCHFOCTOOCFABMNMOONANANNOMOCONANSO 


vit 
26 

vee 
c8e 
8Le 
8Ze 
OPZ 
Ors 


81 
ce 
cSt 
O8T 


OOT 
cOE 
OSE 


8S 
861 


cy 

bol 
vSc 
8£e 
v6 

CA A 
99¢ 
y9oT 





AOnRCOMAOCTROCOCOCOTUOANMTOUOCOCOROONAMH 


SNACONCDOTOCOCOCOCOCOONMANNUONCOTROON KN 





I-41 S-£T 
SL eet eS ole 
ee OO RA Gs Eat So 
Sl Colina clear 
f-11- 9558 — o-c las 
SSL1 CSOT cectas 
Serle Piel Sec raee 
Sag JC as Rage eae 9: 
y-2E. ZEOL O-i 
eed aie BS gi on 9 Co 
S21. 2201 seoti- 2 
OI-El SOZI tI 8 
€-ZI OI9T L-€I 8 
o/1 GT COT nyetT me 
CLI G6 SOT eee os 
CSEl 2osS 1 worti eae 
OI-E1 IL Oise ez 
SAT WLS eeeer ce 
Co Ge igh act 
f-21 FL901 (eer 28 
Soil ses ieee ak 
S71 Anon eens 
S-/1 SLEPT sel. we 
VASE WARN tye 
f-Z1 6891 II-€l 6 
f-LI 6b9l 9-E1 6 
E-Z1 ¢'6hl O-€I Z 
rel Lvl OSI 6 
C1. 6 Sol aimee a8 
bE 6 
€-LI 98ST 6-£1 6 


FNM TMNONM OD 


ALBERT SYDNEY RAUBENHEIMER 


62 


ces bZb 8S 





ee OR OL> ee he Se Sb re 069 #24 991. I= L- 0 «801 Sl OTfl GEL £9 
Ane 6h. AG 0S Se 0. 6) 02 22 Erb ee ee 9 8 i 0 eae eee a ise oS 
GO OCS Vey Oe "76 ‘ty  §~ O- 10 2. -Z 0° SZ. ee BZ EL Ie OH 0 0 6 201. er See eae ee 
Mas ee OL 45. 91 O° F< 2S SH ze re OSE SEC SSE SOT 0 =k 0 WOk er ie ee ee 
Ga Ge “GP oOTb 002 UIT. 2 bo. bk ee Bee. OL en - O22 9S OGIO hk ee EL eee 
GLaGr tie ah oe th Ls 6, EE. he 0S OS 0c cbc OSc> ew olenee-t lL acl eal her reece are 
Gear -be" orc) Ol cel. So - be  FOCE EI 0S She POU PRE 0 0 0 GB acl Shoe coh Se 
poe Tee be Sk. Ee SH lk OO 7 EMOTE 802 ZOl > 88h Pey FS. - 0" 0 O-. San cere CPOE ete eee 
Pomter er ere Soe Oi aie TS see aie” GeV © Sie ASL ee OSL Ucks 0 “0 Zl f-Zl wSbl I-fl 8 8 
io. Gir G9 984 92. 22. 1h SS OLS «S B26 «809° 996° 226 260 Sz 2 <b 8 EE ESAT SRST S81 ee 
oe ser el 26." OF ~ Skt EG AO Ls be See bso S0e--241, <208 “O10, 0. et 80) ae Oe ose ee 
Cire Gta tGe7l 17 1 -O- eS TS - GET OP. O81 bet. ze - et 0. 0-0 — loa ecko Peeeaeel 2 as 
Sette Te In, Ob 0G =F. PaO OS ee ee SEs OS 0S CEE 20 OS LO. 0, RIP RE eee ee beoe 
Rr Re LV GhOr ae OL ae ke Sab OL ww BSS Pea” VSS —Oby OPE ONL 0 <0," O=- Zot eo bake oee eer 
reo) iE See ois cee bo Se ee el 80 0cS~ 28 8601-962 008 ck ea Shh Sahl a el eet cae 
oa, <6 =P Uc he woe 0-0-0. 0-20 ~.0-<P66 009 Fee “bes: OPS “HEL 0 GSC Sol Ok Ea ec 
og. Ne Oh OF ZT eSE.9) for 9 2 Fo OL PES. 822.>- OS2 : Sek SOk. tT 8 9 SZl- SLE Peer et os 
a te OG 161s 1a ULL Ge ak on ee bh ORL-- SRS CBOE = ZIZT NOS ae Ga Se es 16b ores one Gre Oe 
(ee1e Geehlgl: S2-- 04) Oe Oke Bh WLS Oe te Oe RI SSS EG be $8 ee Ore ee nes 
rch ee ae SOY eRe Sl a  e cee tea  e 
. ey S. S. Ss 3 Ry : Pine. Oe Bes 
e — — — \ oO 2 °. 
® o 
sf 9 *S y sy z i 2 
JUIUI} ES Buyer UOI}ELIIOSSY VIUVIOJoIg dIUVIOJoIg VvIUIIOJoOI peoy 
-IIAQ asuIBO pejosyuo7) APIAIPV BUIPeay JoyIeIeyy) sxo0og 





SUNVWId YOIAVHAPAUALOVAVHD NO ANV SLSHL AONAOIT 
-ITLNI IVNOILYN NO “V¥ dNOUD ‘SAOM AIO-UVAA-NAALMIHL NAAAS-ALYIHL AO SANODS -Il ATAVL 


nn a a eS SS 


le 


63 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 











6S9h LeSr Sz'6e 
I6Le 2ESL «= SOUL OS TEPTEPIZEZSTT ELIS TIC ZIST ZOST SESE HOTZ EZET SO'E Sh’ 6ST OLT OI-FI c-ZI ss : wea 

SOs) 260 = DPrep Oo. inf kl ad) ae eo = 2 RO Det pO CORP aOe GR = a Lee ah] somo! sit eed eer e 
Dp aceeOS were gregl. if" <font Ww gee AE: 1009 229p Gh0Z LOE GUE abeCuch. HZ ae POET OERL1 Sez0T ery ae ez 
PP oRBE AGT 2G mer ste aT mt cA) ge Se OLT SOS. er lt. af6l-cOPT- gOS: AT. 0 am OT) Prd OT aed eer 
Sh ECo ey OOS epiere Ua reel, 1 0 Gehl te” eee. . 6909 SCP eS 2S" FZ. Gee weSOl StShl We Oc) ako) erento 
OP C0018 = OG BT Oe ol et Ce A sc) MO OOF ~ S21 «Ser 2SOZ-eeOl SPST 1100. 8S. 06. S8-ZI SG YOT eee l ey ape 
BY ahs ROY BO eb OY ae BP Ti at OG 8S CSeT O01 © S882 46-461 AIT <9 SS SSZI ESeLt OMT eo ee eo 
S0GT/9-eGO NB aT = 30) 2°) AD 0) OD tae F202) eS --A80E 20S: o8S 50 <0 EO? SOZT. OTSST Peer geo serest 
LoeGs ee afl 400 ae ee 4D ane 2 4) al ceeS OL. GIT? PAG= AR SUS AS-k- oZ ELT ehh Orns eee 
E5280 Sb 08 ST Zo al ET 0 82 DZ" EO Shh OIZ «002 46> 90T 1D <0) <0. GSeE -CH2E AOSHI Sorel ee OI 
ic nlic wwe SO Se UN oe de i= AD OREE: CEE. 99-4 RES BF 06h. 01 0. 20 “ZI ee Geo eer ee ac 
Pima icmp SOC Cal Sco al AT: SJ> yO PT eee Sel ROP << SOsE: 920) MRIS AI EO gi eel east Gey pod aes eT 
Poogotis Ul BOC FI. <ce PSs ale wba? toh RS. a OE. eel. BOOT Grd cent an Ont mat, ere tdeOes  eR'CC TAT I-el ae acl 
Spans OP OOD 2G tly 2 > AT= ob ST PEO SPOT. SSP PLZ 20S eee ee at ae 1281) REI 
feat ee 200. Serr 0 0 0 “0-0 0. 0S: ZB; ZZ BOT CBZ Olea ears Bee eee 7 NOES) Geet ieee ae 
Obs Z1.£9-.971.28 4h TF 0 TD 0 90 09. S41; Or — 082 G81 12 Sh 0-5 SEI BK oc 
Stee eShicee L0L ZL ab eee Ze SS E> AD OST ZO BE: «SORT BECK eect oe 01 2 021 ee 
S/28 69 -96 29 -+© 1 IT O £ ° W eZ. O84 06h OFZ -ZzZb BO 4S2 O18 25 “201. SFI S721 T1-el 828 
GO /2) fp 21) #2 88 Pr Sl fe Se. OCR SIL OOT Ce vz eee OT Fe7T ec) Ole 


[EY RAUBENHEIMER 


N 


/ 


ALBERT SYD 


64 














ee €b. CO bee Be ES eS CLL. OST. 06." 96° COTS Ze Sel. O-- 0: OTOL Ticer WOlieoer 2 9 

Iy 9 9F OOL82 2° 9  Z € Z TL Sh Zl zor 809 8Er. OLE Z Z O- Of &“ZT OSE S-oL 8s 

6f £8 12 94 08 9 © Z 1 2° 2 O -¥oh OZ ZT “OOE= 901 PEL TL T 0. 06: BIL £262 O-f1 9 F 

£9 09° SO ZOL 8S #0I -1 0. 1 Eb) T ze 98f) Sel p02 Zl Zl b Tt € 66% t-€L Zeit Ol ZS 

2a 02 82001 9c 08= LE. (Oe he RGT-RIT VON.” WZ 86. O21. Ie Os Cha Sees ONO ee Bee 

fe 28° €L; Bez 8cl OZl #1. 9° 8 & F O Sh OL Sei 9zs vee ZHI O 0: 0. ‘eZ 01-6 ¥¢9, RECT 9. [1 ¢ 

65095 (1 “OL be 9h ef GZ. OZ “OL ee . ¥9. ~ “yOS"Z0S. ZOe "Or On 104 GLE Rls SZAe Cotle Sed 

Ore che ere alt 99 or. “en 1h) 1 T= 07 AT ceiee beeees. ZO Sh5 PIT le Oe Le CoetOIeee e O0re One eG 

Di pe bee SE 94 zl 0°00" 0 Le. Th 0 06e rhe “Ob HS On. St LO. 4 Gal LP ore Per odes 

Re beth, O96 8 Vt 1. 0 3B Ot SE PS Om BOC. Chl Zoe Lo Oe te LOR seb ete Sette veer 

beuee pene ofS he 0 0 OL Te 0: Sha ZT 9S. ee Oe 08 Oech SEL erie Lecie Une ae 

Conte wie so er 0S Gr 2 1.0 SL OIE Ste Zt. PHT OS). SET. On On 0. 2OT leche cee Bette ee 

era oe OL TOE CLL CLL 0). O° he Zee PRIS :98T> ogee FON -zpT 85 9 2. Tee Gede cies OL = Tees 

Won cor ese concer Oc. -0; 0. OF. 0 0.) Ba ho “Bin -OCt Shls Bec — Te, HA CObEe Gewtte LOGE) Otein ae 2 

vemeioe ccs 95 Y1t chest — ly 0) <tr Gs 1 “O8m) ZA FS col Pet. Sake ex o> Ome Tile SCle Rare Soles 

Peo) Se 0g ez ee O00. TL 02-1. 8h" eS: b:.- HEL. -08- = bof. Oe Te 20b¢eryinS eee Cees 

Pier ch opm 2c OR b= ts tts 0 Eo OF 81 < 82 1 p61 R01 -0f =o 82-6 O/2 ef ee O-e ere 

Cente EAN One, OMe ER ITSL Sse T Aek 2 OC cet obs COZ AIGe POLS 0 ee Oat ONZE T SneTe acim Ieee Oe 

Cameo cewece CS Or. 0. 0 0: Io 1-10. ObF “960°. bh “0ZP.<916)- POT. 8 -CewtS- - 16a cle Rome ErLP On 

Pom Loe MORO TOT vee DSS Ee CS ZOR= PEE RES. SECS Nz OSE te, ON Ts RTL Ossh) wees zeeT Om Tee ot 

Fae se ah eee es ee ee ee ar a 

3 8 2 S a S o pee Rf 358 2s 

i) : oO 2 o. 

re 2 
a ‘9 s Y z 7 zt ° 

JUIUTIELS Buyer uUOT}eINOSSY dIUIIOJoIg dIUIIOJoOIg dIUIJIJoOIg peoy 

~1IAQC ISUIPO pe[fotzuo07) AVIAIPIV SuIpesy Jojo eleyy) syOO, 





SUNW Ta YOIAVHAG-YALOIVUAVHD NO ANV SLSHL AONADIT 
“IHLNI IVNOILVN NO “dd dNOUD ‘SAO AIO-AVAA-NAALUYIHNL AAYHL-ALUOA AO SAUNODS ‘III AIAVL 


65 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


£0S Tes GLb 8'BL Leh SE 


IZ 
89 
eT 
ST 
ce 


02 
SP 
9¢ 
vy 
0S 
02 
08 
6S 
a3) 
19 
ve 


SS 
9¢ 
Sv 
18 
Iv 
6£ 
IZ 


69 
SZ 
v 

IT 
I¢ 


08 
A 4 
OF 
6P 
cs 
ve 
c8 
CL 
£9 
8h 
8e 


6P 
0s 
bY 
cL 
Lv 
Sv 
$9 


vZ 
ee 
ec 
81 
ce 


09 
es 
ce 
8¢ 
8P 
Z 

8Z 
oF 
oF 
PZ 
62 


19 
co 
oF 
16 
ve 
ce 
LL 


OOT OZ 
cOT 9S 
ve 92 
9¢ 
co. OV 


cs OF 
O6T OT 
cS OF 
ve ct 
CV ve 
Oe Ce 
9cI 99 
oO 2S 
89 8S 
Ve ce 
See ot 


927.39 
Or ce 
cL Of 
88 8S 
coy SE 
) aa 
06 9S 


0¢ 
OF 


60° 6LZTOETL6T98 LOT bP PEZCO BET 8S6 L897 POSTE SILI? ZI ET BOI 





82S 
c8P 
8e 


— 
COnmMMON 
me Nte 
onn nO 
nOoOnrnNnre 


MAMMAONMD NTANDMOMAMYM DONAMAWM 
NOnnOnmM NTOBMNOONOANN oooon, 
ee NOCn oO SCOntaTRrIOMNMTY 
AQANNEANO NMA NOTMTPORAN 
SA ONYNTAOCOr 
AN BOMNOMOR Ae 
90 


ont OOno 
Nena HO 
+ 
Oo 
— 


PrP 
vie 
bl 
vS 
9T 


cel 
OFT 
cel 
c6l 
ce 
88 
vIé 
p9T 
ce 
ble 
cL 


c9C 
822 
val 
0S 
P07 
by 
092 


vel 
89T 
ve 
vz 


1<a4 
Ore 
287 
8Z 
cA 4 


OPP 
0ee 
cS 
Ocr 
0OT 
962 
cLe 
06¢ 
O8T 


82 
8S 
8cl 
92 


OPT 
C87 
vST 
c 
ve 


9ET 
cst 
9¢T 
bre 
8S 
oS 
86 
cll 
98 
28 
99 


vst 
AXA 
OS 

OFT 
vS 

ert 
8h7~ 


oooane 


bom! 


NAA tH oO NOnmANATAN ANH OR 


ANOANA Oo NOAYNM AANA OM ooonnm 


NOnOnoo 


9-F1 


ree St 
II-01 
Pont A § 
cA) 
8-91 


S-ZI 
eg A | 
8-1 
cL} 
LIs9t 
Saf 
cll 
-91 
eal 
LI 
e-ZI 


c+1 
Li-#l 
6-91 
OI-€1 
6-1 
8-1 
LI-91 


£68 
S18 
Lceor 
9°e9T 
8Orl 


6 £01 
0221 
L8I1 
cel 
ra al 
OTST 
US8 
0'8eT 
cel 


00ET 


6 8b1 


6 tcl 
cccl 
c Tvl 
9°0ZI 
vTel 
8'8IT 
O'crl 


moo MmrnNom COC;OCO COM OCOCOMOMN 00 CO CON I. 


ALBERT SYDNEY RAUBENHEIMER 


66 








ec Se’ 6t- oe Oe CE ee OT Le SO HEE BAL ae eS eet ie eo eee ee 
Og Gf) gor ber Ob 88 -@ Ck SO HE) -e Bok SO “NEE bze sth OZT 0. YY 0 te. eet tekl Oe 
SPuese ty cel OL oho 2.7 ONT FOO BSE 20e. Ore Vater wes. OSE Oe Oi. Pooled OU reeset ne 
Gree iG eo be: Gee es aS Oe eR ae: oer eee S822 eI 6. 6 8 al Ae) ee te 
$8..00l Sh FIS-Cee- 26 GIRS FS E 2 OLE -F0T. Wer- O82 RT ZSS" Hs OF 0, Tae Olee Use Orel So 
ye 66, Ok BIT 0S b9 SZ Se ee ES 029. SS LZ O28 “eer ee) ALD Op EN oan ete 
TENS 206 S11 95 29 ES Oh oe A STS ZOT. 06 OF “OST. OO 0 5 aoe le SOIL Oboe Z 
Oh di ot0e er 8 0 0° 0 - a 1-0 OLI Be BzL ee LO OE ee eit ee 
Geear gies eee of RO EO Se eee eer OL SEZ LBZ, BET 0 0S 0 Oh” SOL. OEE Ol-c eee 
eyalr use ee fF -02>-1- f.0 -£ +S I vee Ol Obl — 90201 Sey 0 eR SEL Ei OE a te 
Citgo 0b ee el ob 0 tO b> O21 Fet> 26) C01 -20n” OPk Bl Ea Zoe Leelee ee 
aoe ad ge ec eo Oe be) eS SS SLO St OZ, - NOOL Ser ees ©. 1. CZ OL Bl eel el 
DOT 0OT OOI $62 9Z BST S81 8 Ol 9 ¥° 2 ZOO Zeh OOl PhOl B8Z. 9SZ Z +r ¢€ Ze ZLB 698 III G TZ 
We rreneec tr 0a Ff 1. Si; S208 PAL O21 = 02 SI We we Se Se ee Ube ele ee 
SGrezos yo. ZIT O=-cer et 2 1 (OL eS O88 “Ob ¥8o>- ZE8~ bY BLE 07 Oc Om 060 S-zl, VSO Ath 2G 
Dieecoe Gar Ost Opel. 6. 2 <2 22 «NTs SIE 081. GSE © 907 OFT. .06) 7.05.0" O0- 16kisdla 0 2en) eels Dae 
Dera eo 0c vOre perso ESS og ZZ. Ze OOF 2ST Z2z" HOT. O01 <1 0 a Ezlo LT ote ct er 
RoeoRey ea UO Or rl. Ue. ©. 1 On. 2 P  Z8G. BSP PPL ZOO QI bbe <1 eee Ler eel a ee ele Pe 
Ge 0G o- - reer ge a 9S 2) oe ORE RE Ol OPS HST. O0Is Bak, Sel. Salle OPS Oech e 
OSs ee 2b OL cer. ZIeh 5S. 8. FHSS «FIZ OLT OSS zsS. e8z <0 OO COL EHP OGZLOT-CT 9 ed 
he Wn 
eee a Oe Se ee Pe go ib Gb Sraice ie ie ee ot 
@ Pty ry S rs} ty rey : > 3 ce a =: Oo 
© = ee fs ae = os 2 o 2 2. 
0 oo 
‘L ‘9 ‘g 'b S iz ‘T 
yUsUII}e}s Buyney  uowemossy sdus1IjoIg VUdIIJIIG VdUdIIJIIG proy 
-1IAO IUIOQ  pejoazyuos AVAIY Sulproy Jayoeiey’) syoog 





SUNVTd YOIAVHATAALOVUVHD NO ANV SLSAL 
AONADITIALNI IVNOILVN NO “& dNOUD ‘SAOP CIO-UVAA-NHALYIHL ALYOA AO SAUNOOS ‘AI ATAVL 


67 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 








PESTSSOISS P89 6P 66S 9S O'7 OT SHESLILI LEE FIZ EZST SSIPLLPZSOLI OZ ZHIST 901 +41 Of] « :ueayy 
Wee wle ero Ol 0. 0) 6 0° OS; Of Fl Sel <eee BOL DO. O ell oe-Ol Peel Sr oe 
Teese <0 OL see C81 Ol 8 10> do 0Or BSc. Cz Ol s er acl. le a MOL Geel AOS ete oe 
SC meeae eitey Oo, =) 1-0 8) 0 02> Bt 06) BSe= Oe" 20> Oy "O° “We hel eee 0 ol) 9-01 28 
Po Oe eet lal op. 2 2 0) 0 eee Ole ie Seb ele Dll ce On ee eos east + 00l eer ee 
Perec Cee a ep one ee eS Be OO2--eGe eal, Czy OS PESO 0 wile n (21-4) (OME ae ere aac 
Bp 58-26 -89C gol OLB So. Tf. Bebo Ole got 286; BIZ 802 TA 0 os Gel SSO Bel aes 
Orbe OL, Seog re. eo ge De kL, BOF BOL RSE. B0E £65. FIT- OL Ze oe TIT Lickel Dae esc ee 
Bese 0 Fee Ol. eS P80 Dy O> 88 es pon. 002 be" 00) er 1 D-se6e aS-el SOE eet ee 
eyes OC “Slope £6 A 1 0 FO 1 “ege: R02 Pol - 9Zh Soc. Bel 6 D0 Z2t S21 SOR GS) as 
Or poreuc- S01 OF -co) (Zieoe ae 6 BS REL eps OLT ~ bee USP 882-0. "0 O41 68: > Soll hcoee Ie © 
Blog ere bre obi ee 0. eo i 0 Oo OP. 0 98 “OSL See eit Lok Oo RI eer att ee 
OG (F500 12. 8 €¢ Sioo 6 OL § § -BB0T 902 O46). BIOI S50 ee Zo & -€ 62 E-L1 BNSi vieti-@ & 
Perper 00 fo. DZ PIR ee ee 0 1k 0. “Ts 928 Sb OILS OSee Obls -¥8T ah 0 FO Selec ete ac a ee 
SU eterna ops. bee OF- TD 2 0) TRO OTe BSP * Pll Oza Sepia an Dome el el CPC raed | 
Go po-29 Ob OZ > bl 0° 0 0; .Z° I 2 Ohh wee OTL IS O6h- SIT $1-8- Ge SIL IEE Teel Gcti9: Of 
ce Op Se 02 ge 2 € $F b 2 Ope <BOi Ol “SIE gos 4210) 0 20 £01 WF] SCL: Gel ace 
Oy Zp Sb 89 86 0S SG € Z S$ Z € BL OEE Zl Zl vel Be y 0 & 86 6-ZI *r'60l I-81 9 8 
GeO. IZ 08-2 ¢1°°S § O° 2-1 A 9b. 962 902 . 982 812.80 ZI 8 B o£8>sS-1l 488.-G-1 O94 
verge S126) ey 0S -Ol--& -9° OF &. 9 ~f06 ZZ9- Z8Z OZOT 409 OSE ZT) ch 68: 0-25 3S SOT Biche os 
ze-00° Sk OST ZS #8 Al-9 S- Z> v7 E 026.25: 96 966 462° 201 6 0. O- C2leS-ZT Lisl tecieees 


ALBERT SYDNEY RAUBENHEIMER 


68 





Pos, 0936S = SZ be Fh OF 205 -Oe see aL <8 Bbr -C8S e COL: PES OU lew i Oe Pilsen (ao 8 e bie te er omer, 

Veo ec VymOUGL FC. vae ets ole Om Le eee cols OLE = (Voca Oba Vos 0 a Ole Op OP ean te Oe trait pore Oe 

Dtsch Ole COlecus OG mm Lees. = Gace 5 Ome Co 5 Sms cme wes: OG5 82a Clue Oe ocaey) aePOr- lL. isU te 6 Lome oat uae en ro 

Cat SLe COME CL Cm Clem eines oa Set Ca Leen ee Cuca OS am OL, PEC) SUL GOL fb :S- 8" Se" -e-6r Ces tal SS 

Cl OLallarco Orr Cans ce 0. 9 “Se bh cee 092 = ce ven SIP --9Te ZT Oo: -°O --Cet SS CSE Gets Oe 

Seen Cece Vie Ye 8 Ol OS 05 0S7.0-2= Omer lian Lem es ver $2, ORS 02-0 2 °0s “SEC Sere eo ies Bere 2G 

iPaieanG Sie Wen 66 “Lo oO et: Foo -t~ “Sub Set eel cig) Eo: es oe 0. Se CO 6 Ok Pee Loe oo 

BE AVAL GE AUS ORE OSs OSC0 a 020) = Os eee 96a 0689 Vm 96 See ee ee Ele leo bees OP Leo) [aso mee: 

Co (ees Ome U9e pomocee) Liaelte-9-o wt) Gao OLZesr yb OCee COLL SOSNw9O0C 4-1 tre ete i bee ae Pee el) aes an Wan Ome 

CCR Loe OG COLO. 69.8 Ve Cn Om een Co eb Gee CLOm Chm VeomeOS on SLOse ers Olmers O mums SC Dern as lime nS © Tee) Dae oleae Zam 

ORME I GeECree Come) La Pacer le MeO oer (Oe poe Clee OF Uitv-ge: Pie Sis Ge ORR SSL Orr Ui ee ee Pe 

OPE SCen eer oO mesa be Om OF a Ove bi Ol LeecCOe coe UF OVC OL CE be Ons OF Oe OTR Cor cel Seer ob ae Seen 

CeCe mT COL COM OU VS Vee ee Le Ce VE eV ee IO9ee OOCH OUP Mr St Cinco [eee [oi 8 9 su eee OC Lest) Caen oc 0) Seen call: mek Cf 

Coen ee Sa Peo le ae Ot fae One con OCP Ofc = OOS. Oven lee cy lee. Os ut Oo et. OCTNCOey Te O Ges Om On 

Clo Om OS Olea Ole et. Cook Leroi OL beeZpco  VlOMmosc sce k= 0 Pe cUlLe Seater Z0le ache ome 

Oye OSM SEE Sur CCMe CO merle” + Ont lo tent Oe ae nec be O9en OL OT a0 Ole et ee Come Ly lS Olao taro Le Ge he Ome 

ee ECO Olen Chae tse Ose cn Coe ws OLE COG. VOlame Comme VO cOnie = Use. (eee Qtr 7 bie oats nO SC hase c la Ome 

C7 OSes VO Goce Gru een (ss Ce Cee ee O99) ORE CSC™ ESSCanSol MOS ee. O- = OS Oe COTE 07cm Ome a en OP 

Cimec hn Omee ye Pra Ole Oo Omen Oe Ou OS nn OLO= ERS oe COCe. =cOcen Gol, 901. Oe Ome One 90.520 la) ban O Sm ae Peale ene 

en Cae Siecle cae la We roe vie kt SOLE Se oe Ue AS es} Ogee Oe Or ities, eee ec OP [eee Ore ume 

GOmVOOTS CL a Ope OCm rom ve toe Om 0 Ol 901997 OY VECO COM Ola Oras OF ee CO, That eel COs mae lk eee Speen eT 

PCE Cig eek Uy Pa eG tie is ee 1 Se Pers tee ee Peg ee Oe 

: = = 5 i J s rod be See ae See eae 

iy) Z oO ° 

aQ on 

© CMe, 
y ‘9 7 4 © Z T ° 

JusUI9}e}S Suyjey  uonenoossy sousIajo1g dUsIIjJoIg sdUIIIJoIg peoy 


-19AO asUuIyYO —— payjosyuosy AWAY Sulpray Jayoeieyy) syoog 





SMNVTd@ AOIAVHAE-AALOVAVHO NO GNV SLSAL 
AONADITIALNI TVNOILVN NO *V¥ dNOUD ‘SAOP AIO-UVAA-NAAATA OMIL-ALUYOA AO SANODS ‘A ATAVL 


69 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


COL odd PY ae FO SP 
a1Se— c5.18 

08°96. Po PST 9EI ST 
Eee es eure. kr OL 
Peale £L~ OL Br 29 
Gro OP Ss Rou VLE coeecal 
89 €6 th vec 26 CEI 
Soh S aod TOF. ol 
Ose Vie Evaee beebe om 
Lae Coe 05. Yexe PL ee 
Ose 29" 1S; 26-05" 1 9E 
Of sey ott eee, UL 
fb 8h 8€ 801 66 FI 
bueUte tte OL. 992 iF 

Mer oa eile See 8 

OZ €2 99 6 tr OS 
66 OOT 66 OFT 9S PZ 
Sheva Vom CO Pye St 
Waco 19 SET 09. 8 
cc 6l 2 8h 82 02 
fae OOt, SS (Ores 8c 
Oy etGe. Us. See -Rie (06 
Pee OS) Soe Fla. 00.  b 


cl 


re 


mtOoOOoN MORO MRONNMOMNOMMM 
A me] 





moron NNAOGDNOSAMOMNANNMOANA TN 


ANF ORMONMTN BAM FMM AH 


on too 


ANMODMNMAONTAMNFAMTAHMY 


OonmOono 


MOONOANAMAN AMA YNRRH 


ocoornro 


OonNOSO SOMA TORAMOCOCOONCON 


952 
OLE 
99¢ 
Of? 
0¢9 
v6e 
88¢ 
cll 
88S 
cL9 
298 
97 

408 
029 
COV 
crt 


es 
802 
cLe 
c9l 
bs 


961 
961 
OIc 


OP 


888 
pee 
9E7C 
9SP 
vee 
208 
98h 
OS 

Oee 
86F 
8h~ 
OTT 
80F 
P8T 
006 
cSC 


cLe 
Clg 
912 
pSe 
bel 


8£9 
822 
c9 

8rI 
ZOE 
ble 


ooooo OoonoococoonmnOoOoocooNnN-7 


8C9E ISHS? OLT 997 LoL OL TP 69E OSES BSEL ESE 8ZIZ CObT OF'T 69° 


ocoocoo ConmocooeoncoooonNno 


ee 
= 


i af 


6~cl 
II-+1 
350 
0-01 
LEE 
9-0T 
Val 
9-1 
v-IT 
6-cl 
b-+l 
Sa 
vl 
Pat 
II-8 
se 6 


ar | 
Sa i 
01-6 
9-cl 
8-e1 





Sout bd | 
LOOT O©-E1 <S> OF 
Geb A-List 
GPou tcl ae Hd 
C99 TLL te Sl 
Lees alr as 1 Se gl 3 
S Vit Soh Seth 
LEQt-- 9S Lb s—- 6) 
3.66.05 Seb i02 16 
EL le ed & Seo 
SSO lech ieee 
ANA am Ot G one! ek 
Sd Oe gad 9 a 
O8ct TISEl 92. ¥ 
Usee SLi hos 
Spry ONL. Se-< 
[Sey AR! ged Ye Set a 
US0De OLS Se. 91 
OOS Sy iie Ze Si 
Ocoee OST See Bk 
O90 Gah fot 
6811, OIE Le 2h 


ALBERT SYDNEY RAUBENHEIMER 


70 








Ge 260 GL Seon c0.. 0 0-1) 4g 5 2 GY 8S Ache” CRUE eee, SUE) CO - 10" 1 ote 
Lee eer Nee gee tee ce, 0 = 2D" WF 20 Scheer ae OZ Agu 28S 1 a Oe Pe 
a, fice Ol aks fee ee, OO Ds 5). OSB are 8h 8 yea) SSS gs  S0CT 
AL osee, SOL. 19 785 OF 39T - 48 |B ~ Po ap- OBS GRES pe — “cOcE Ooo croc 6 at el 
OS. 29: eo OF 95 0. 8 0-60. OD 0s 081 az OLE sg, 2901-30 20. 9) < GT 
Luce aSceOL 2 vy eyces Ob. sb, Pho 0 6 ay A Ole Bool PL COL) 95) aie oe eO sete 
DS mo 40a hers se FC LS Al 0 0 D0 = D6 6c 6 SOC: VOL” RPI OU 0. 0 ped 
eases aeccser we si. gk Oe a 0 Ph eee Zs A ies fois i ae ew MD + De Sal 
Phe OOLSLY S901 OL “S01 261° 18 2 a -S~ SRIe= ee 201 =. 062 309P: OSE 0-2 “0 BD. es 
yee PG ane ee) ah ae Pa EL 1 SO S89 ase S08C. OSS SCL. COL iS 0 Oe EL 
OF SES Oy E2708 Cea LC A SC S80 LEAS TSO ClOn 209? ~209T 0 RO RRO) ee 
Pe eee oot le ore one, a a Do Oo Gt: Osan. TOT eae Aa) sagt 10 = 40 0) eer 
Piao an, rare aL ae One et 0) a A Cle SOL SOOT 3: sth 2 SOOT 
OOM SURcO CC sae ii cen” “e) Oe AOR EAP CEPOL EUG VI 982 285> -0° 70° 80" 39ST 
WL A POLE We ators fe 6, - 8 6 we 0EL OCS e00?- = A022. (S71; feel AS. Wy 38 SO! 
Sees orzo | sey ee OOS SE eG ES Se lO OR] = yi6 220° Rees ae 0 Lao 
ieee ey era re ee ae OG RE 4 Oe ed eG WOT OST CARE SE ST et 
IE Ve TS ae) A oS Sf mead ie” ME ee ee: ieee omer 2A ne | 1% eA 6 OSE 0ST — DOT abe n0 FT a6 
OS aiee Verso. eno. a De 0 4-868 uses aoe “Ras Op A is sort 
Share- C= 8e- OS 8 D5 PD ce eC Was CO a Po SOLES “2 etl ere 
Pe eyo; SOL se oe. 25h ee BE. cate 8t. 9 Coc. O51, aoe We 30, Se 
ee fe eid EO ee eel SE ea a, 3 a ec > Hy Be) Pee) ge oper 
- = A ~ a = = ro) 
g ry yy s s yy ry) é . 
pst) — — — — — — 
9 
o 
3 9 “5 v ¢ A ‘T 

JUdUI9}e}s Suney  worepossy soueIIJ1g soUdIIJoIg QoUsIIJIIg pray 

-19AQ awsuIyOQ pejoryuog APAQIY Suipeoy Jayoereyy syoog 








SMNV1Id AWOIAVHAF-AYALOIVAVHD NO ANV SLSAL 


ke 

$921 
0'92T 
O'CIT 
CEE 
S'8cT 
£21 
6 S21 
78S 

O'OrT 
U8rl 
Srl 


O-IT 
aoeh 
OI-TT 
9-01 
y-IT 
ae | 
SIT 
wt 
“IT 


mA 
v= et 


MN MOTMONOAO 
_ 


On) 


ai 
re 
Sel 
IPRINHD | WOOMMMTAOM NOW OONWOONNWO 
= 


‘ON TIdng | aNmM+ MONRO 


‘ON [OOYIS 


AONADITIALNI IVNOILVN NO “V dNOUD ‘SAOP ATIO-UVAA-NAAATA XIS-ALUIHL AO SHUYODS :IA ATAVI 


71 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 





SO'?S <€88r SZL9r LO S8E by 19T 
L?SS 6188 PpHOELTOSSECLZOTE POL ZCLS Och 192 6ST €8°E77 8818 
a 185-05) Of OR 0S tc dl If ef 9 - 9° B46. 26S ORe .- SOET Sh6. OCk be 
oo OL 95) CSE Stl bE Ol" £ GO SE ee t0Z- 08e. 006 88 cle “Il -§ 
Seb Se Re tee nee ee ee (Oh a eri Sel Ore, ves She «Oe A 
Ca ea. OS Oe" BS ee OB BO OER. SOC ert. OUR cee See em @ 
eee Us (ORE Cae Sor tS eB hee See OPE gta.” «6 BLE a BIS 0 Oe 
aon vos cee 08a OFF Oper 87 Oo oo Cb Ole Os Oe - OCE -OZa 0h 0B 
oe tc, so ue es 0G, =P 2057 ho 25g OK Mi Oh 28 = SIZ - ZEE - OL RO 
eewde. Ge Ves SS Oly Oe f- Se te TL - OCh O82 -OPL Ph6s 00° Pat O eG 
Gee US hbo OOL Co. 8 . Sy Gi Bo Sab Pi 0 Sil BLS ORE Rie 
6 001 SG >See Och OST OL -8- 8-8: - S €- OLA OS FIZ ~ POLI PSo, -Gis= Ole 
cy. 6h 9f 22 cc 0 te 1S a obs = OPE O48 ORE n> eco “Oe eee ees 
Ee ipa Pee nor. Sterne co Co 102-0) gals Vile ee COE 96 7— SOR” San. & 
Sep cas, Oe See Sle OLS Zig 3k -§> G = 2 Gee OSS OL. 90S. eh 
Sse te OSe eS OE i 0-0 OO PEE Ok 2Eel Cig gee ee Te 
Fas os Caso obiann Go Bao bs eh eb Oa BEL SOE” OVE: 6 (Ch eee eee 





80 T SIT 


ACoMmMonoconcocovue 


ZIT 
10 
LOI 
Sel 
ZIT 
v6 

ZA 
ell 
cel 
LL 

OI 
SIT 
9IT 
vit 
SIT 





S-II urayy 
S62b ist O° aT 
£06 S-Il 9 tI 
COL Olin weet 
OLEl II-Il 9 ZI 
LOU AST O ET 
OZ O-IT $ OI 
VSZl SIE 9 6 
(S01 fz-tl eo 8 
VOLE: EES 2 
Zee Obes 
CIOL iste S's 
Q'9ZI II-Il 9 + 
Vez JEZL S$ ¢ 
6rIL S-Il 9 Z 
6LILS9- Med tee 


ALBERT SYDNEY RAUBENHEIMER 


72 














Be 0i-se aoe Aue ee el DS = Gh SEO Ber es] ac OGL Spel Feo OD 0 gh UE See nell or, 
19-200 Ero ROUISCL 30. 5, PE ee. TS. TT OSPR ahd SBOE. EG PES OBE 2 8 OTT aiaclo OU GUL Pi eer a oe 
Faery Gto eels ye. SUL SL COL AS 8 hy SSS “P7y ace COD SU <DPC Zl oO + aS “OSL SB cat eRe COSLL ae Se 
PORTO cD eee. ere OO OD EUS OO. op 8 eB Oe. DOS: ADP POS 2Ps eB i LZ. POL LIS Chee were Les ene 
SLoece ee Psi OP 8 O° O20 el; wa WO PEE SL PSL OC. F6. 271 80. 0 SBP ae Ob hae ets tree 
UStiye Aicey we SOK ho OO, SE PSO od OREO OOS ese OR. SRE eS UL OEE ese nt ae 
VORIUE OF a ey 0 oe? cee SLO ST) Rl a0! ORE LaeeZ 2 0S Sol 29 96 20 60 AO OI See Laser. Onks cer 
OG aio E00 LavUEoUr bar 9 Lt Ly ee aD OE CL eesGS Pee We MOLL MOOS: APOR Se ee LS GD 5 one LS ze 8 ak A 
POsa0-aeoctece COL er ae Se 32 sO ST BTS m0ee. 8Sc~ 00S -cSe. CFL. he 8 val eI OT Seto ee eee ccd ene, 
Grae erere oe ve We 8 a eS mp AT. SOLE eel. Sea Ae BCE abe 0 MD DO OTT Blac] arGon R0skt 2 ete 
Timer gt Ch ete tee tc Pe Ee RE en U6" 2022." OF. OF 0) LS OPE eer, ae eon ike 
Sige -nOo ne Apr are. es, OS AO ele “ATS SOOT OTT 2S Ogre eco bo 0 0" A SSR SOO Les ae ees ao ee 
Poseer tes eCCN ce Sweet be cen Cnt) pee a ee geen | 9G Whee it | omental Roem 1 ieash Set 0 he Nast ey Bae af 
PLEO) SOUESCS CPCas Le a moor Sas ey dels OG T= POP - 6 OLY Ore UGE OC ar a eee l UL U PAL teh. ane ane 
WO eehO Oe oo bee fae Oe YE ES BOO OD 2 OLe PLT ZOl « OST Co: STD 20" 10 GEE 2 O7C Pb SVAI eee sae 
USae LO ite te tee Creer ye 28 Oe. Ea SO eset Bo = 709 OLE CBE AVG Na Ut =O SEE rU Lone LL mee Lume: ope 
Peamov Ore ten Cr eGe Us. 1th. eV eb ewe St Seth AOE 261 OSL BOLE SG oe A Cw OCT Ste Ae 05 Lon eee 
BO ep Oh oS Se CULrGayeUe oO PSF Vs Vor hod) -Seet wle SRV l. SP lS eel seal oa le ee eV [) SCL ko SONML = Eie comer 
Oieree ele r tCSCLiecUL OTe. Sees) Pry - CSL 06S Ol. SSL eOrs Scie OL AG. Sy SPs: SOTO Tet US SaoeLL ae pane 
DEAD SeLe 0G ICL ULL Dobos a herO ta, A BLL GIO NCOL O88 ZDOP -90o nl an > Ur oh an EES ee OPO. Pa) oe G onl eae 
te ee ea Te ee CRS OY oe OS a Be ey A ee ee = Z DP aGin bane 
a > a S = < S Se) ; = e so 
4 © ry S ry rs ry > 2 SS Oe ee 
@ = a = ar oa = ; © } 
gq Fe _ 
© en A 
7 ‘9 ‘6 b ¢ 7 | ° 
JUdUII}e}S Buney  uonemossy odducdrlajoig auaIIJaIg dUdIIJIIg peoy 
-19AQ asUuIyYOQ pajoruo) AWAY Suipeay Jayoeieyy) syoog 





SHNWIG YOIAVHAE-AYALOVAVHD NO CNV SLSAL 
AONADITIALNI IVNOILYN NO ‘d dNOUD ‘SAOU AIO-UVAA-NAAATA ANO-ALUOA AO SHUODS ‘IIA ATAVL 


73 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


LOSSPSOLSTOITSE9 LSS 609 89°F PH? LBZ IDIOT TO 9STE COL LeCl GOP CHHELLSTO? GOT PII CII 


£6 
99 
s¢ 


L 

69 
£8 
co 
26 
bs 
LE 
0¢ 
es 


c9 
8P 
99 
£¢ 
$9 
vl 
£6 
TS 
26 


96 
Os 
92 


ee 
vs 
Lo 
v2 
0OT 
cL 
8¢ 
0 
bY 


TZ 
vS 
8Y 
99 
£9 
£6 
86 
SP 
86 


86 
£8 
a 


—8I 
8 
OOT 
61 
$8 
se 
Ze 
09 
19 


vS 
ev 
¢8 
08 
¢9 
S$ 
88 
gs 
98 


OrT 
801 
8S 


vS 
8£7 
OLT 
08 


86 
v9 
oF 


81 
col 
90T 
99 
82 
vo 
oS 
0s 
OTT 


Or 
vl 
vy 
91 
07 
S58 
OZ 
v9 
86 


cr 
vy 
cl 


oF 
9e1 
v9 
vl 
co 
9 

14 
oF 
89 


ce 
0¢ 
vy 


S 
oO 
= 


NO co 
InNWM 
J 


No 
com 


al 
14 
¢ 


= S&S oS ed 


MOO FONnNMOO SH OMmMOOMeHR 
o 





ANTNHRMOMMNNCO NNROMADOTN 


SeNtTe OH NM OO NtOUnDWONMNO Nom 


ANMMN AANA O 


AME MMAMRMON 9 4 XO 


Ne 


ABmAINNCCOCOO OMOMNMONS 


AN Re On tee e 


OCOmRn MR BRNO 


b08 
vic 
cLI 


06 
vce 


Ors 
cS 
9ST 


v9C 
col 
of 


ySe 
vst 
cro 


002 
82 
Bre 


orl 
c8P 
98h 
Ore 
bsl 
8S 

OI 
vie 
v9 


cSe 
OfT 
99T 
8Z 

cv 

srl 
cLI 
cel 
c6C 


PST 
90T 
vOc 


OST 
OfT 
OZ 
bs 
cll 
cri 
cor 
be~ 
8S 


OtNOCMRTROON ooonoocortro ooo 


CoooNnoocono ooo 


omoconoor 


Sooo o oo Noro oc 


OMmMNOnmOoOCcOor 


08 
orl 
0cl 


cst 
16 
c8 
88 
vor 
cel 
OST 
II 
86 


vit 
sol 
OIT 
$6 
sol 
$8 
$6 
801 
c6 


6-ZI 


II-8 
tél 
eel 


e-ZI 
£-0f 
ea) 
e-01 
el 
91 
e-LI 
£=E1 
6-6 


6-cl 
a | 
[cel 
8-01 
Llh 
c-0l 
S-0l 
Ger 
L-O0l 


y-TT 
Lert Lisht 
Orrl 6-IT 
KEL (0-1 
5 Ee oo) © | 
Vigil esii 
Lirbip ict 
00L 8s Il 
LLOL SSL 
£6¢el OI-IT 
Beely gatk 
SLL Crit 
£09. 146 
¥601L. crEl 
SO TI-Tl 
G6625 Oxi 
CSL (telt 
806 6O-TT 
P88 scl TELE 
See <ORUE 
2.901. 9K 
FAS tod 


MMmOMNoOTMNMoOo MOT 


© 1N1N1N1N''0 HM \O 


FNM TMNON DOD 


re 
aes | 


MTMONOAO 
re 


ALBERT SYDNEY RAUBENHEIMER 


74 








eC OF. SE BY: (Ze OF i-- T° 0. T° 0 1 PIZ. Oct $6 (tb S8r. BSP -L° 0 FP egr nett ce eee 

és 08 -3. 90106 “OS <4! © TF. -0- 0 -0- -8O1 “Zbl Oot: #20 922 “SRF O° -O> "Oe “Se. Sot ee eee 

Seep Cr. Zhy 08 98 —eI> $s Bl Zo FS BOE SEL COP - PIS se ee “0 88 ee ee) 

95°06 60. Obl $6 25--Z 5 2.5 0 -¥ =e Sele. | OLK “Ore OFZ. OOF OIg- 0ST- G2 20.0. 16k 21 Tess - eel Sere 

TRTTOCT Ces 26L Plo ORT Ee Rt 2654 G8 Ree oe cee. OSS: BZO SET I = Po 0 ecb ag ate et eee li eee 

06 26 San SSI Fe FO OP 86S Fo KR oS PERS 89S -O9T™= 460-29) ESOS 0 a BOL Ser Plt Ee 

Got DOr OOT Loe O61 Zfi>- 21 8> 6 . 22°28. 026 J he7 SL 806 96k” OPP HT 0 BE O20 ahora, clto 3 

SGruiea CoM etl int = 06. Toloull= 8-6 00S oY, POE “eee a cic” 0681-226 bee. 3.0 0 0 oes Ost cee 

barcht> fae SOLO Ob. 6. 9. LIES. Bscl SSE SIS Ze. COS 26 BRL Ee SO. 98 en eon 1 

OA TROT Poe. O21 Peto ET 6. BL ORS PRE OSES 80 “OIE 20S - 8002-9 OS KFS OT 9Sa- Pies 

ee fey 70 OT OG) bl noe. So be SS SUL Z6R~ SIZ ETS OSS - S220 - 05-0 F882 CoOL Cis Ba -  e 

PEOe elo TOL Wl 825 = Se = 0 le bs 0. ORR 828° ZEL. 2OTR 90S ZeS FIs 6 SOR Ae Sor Es oe 

GEE OD). 06 6 PS7. P21 Cll 91-8 Ol 8-8 6 BOS: O22 SLE ORS = OEE RET S718 36-98? Ga 0 ee 8 

GEeon ithe tie oe Oa Sie Se OE Oi ete Oh 08s OZ 085 FS OO STB Fee 0s 

ie On comer e OLS 2k O. Zh ho SGe 2 Ok PR ce Soa Sl = 6 OF er et 

Qnreee~ Soe OG 0Se OF) 8 Oo Es 0 BZ IS SIS REL Ofe tog ee fe PEP OL SIS RT - Gall cose 

Rees ae ceo ie ety ow Ol. Co -S aipe Bos Pb) 201s 1 O20 — 009 802. e060 ee OL Oe RCE oct eee 

Se 20H ONT BIZ. OLIGHOl> IZ 26" “Cl-6<- 6 to TSS Bee C22 BLOT P96 HLL he Se OE ORS Oe Tal ok ee 

Son Ga teem POR PGS ee bP AO 2: Eo 80K 88S OSL bse SIE OST 6-0-0 = 06s) OE eet Sell ee 

Ae Neer i O61 SA 26s Le ot 0 OO. 20-00 82 Zee See [SLE “Ore ie oP ESET Sek Lilt eo 

em ets GE Fe) Ade SL toe Oe RS OD Re eT a et a ee 

e s s Fy ry s : > aeae ae ae = 

> ie) ean a ee a = rf o e) 

0Q a Ac 

ef On 
‘L 9 °s p cc ‘Zz EL ? 

JUBUTIIPS Buyer UOTPELIIOSSY VIUIII JOT dIUITOJOI VIUVIOJOI Pe2y 

-IIAQ ISUIPO pey[ozzu07y AVIAIIYV SuUIpeay Jo}JIeIeY) syood 








SMNV1Id UOIAVHAP-UALOVUVHD NO ANV SLSAL 
AONADITIALNI IVNOILVN NO “d dNOUD ‘SAO CIO-UVAA-NAAATA XIS-ALYIHL AO SHYOOS ‘IIIA ATAVL 


ie 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 








L9 ‘0L “V9 ECHIECLOOL 88BSOSESESSPSSTLOTEIb 9LZ 
Peete betel OP OG: Ehoe ne ee ©. ake. “E SREL- Sek 
te eee Oo Uclusieicy — Gls 6 *9° OL t= 9 =-260 0 brs 
Gee Ble CY USae Urs sie tO ee SS OTR: ee 
> 60 0 ae eee eel 9 9 Oh 8g Och Zee 
By (tty £9 See cal9G OF 9 O15: -Z © 969. Sop 
cease bP eOE et eM tA 0 a eee SUPT 
MacO~ Dh COO BI Ver LL Oy FBe 8 PF LBS BOL< GZS 
Py eens, Ue OOS OF aOR moe aT ee EO oh ee ae 
Ge eadeeee...08 S28 le k= Sarg Ie OOP phar ey 

£666. O01. 26c SII OF ZI 8 oF Ge OU ROP Oe 
aa Us 208" 9/196 OF fee Lt =k 1&- oF -S6e- ez 
be O32 297 Ob. Ve Pl Gh 2 8 ILO -S.) P6ge 029 
Sheol Leia Pl OF Siok fhe pee oO B28. Orr 
Veo ssa eke a9 Een 9G + Py eh Oe ce Ls Ft O0R- £52 
i 28..16 SE. FEF Chik nei eet Kee eee COLE 
Sy eore cOC-SiIie8. > loa 0- ot sk 2 es a P6c- OST 


T6S 


927 
856 


O8T 
cC6 
cle 
8IT 
9¢8 
0ce 
902 
0201 
8r8 
vSsT 
Ocr 


POS 
OFZ 
OIZ 


10¢ 


96 
cIZ 


8s 
0e9 
rst 
82 
cv9 
vec 
SIT 
SIZ 
9€S 
brit 
clr 


cst 
81S 
9¢ 


Cr. AP EEO LTor 


Sa th Sh NoocoocowuoconnMnse NO 
ae 


=Oo°O NoocoOCoOACcConoe 
ooo ooocoocoon tonne 
© 
~ 








S-IT O-1T suey 
6-zl SS80l Sib Ong 
OLLI -0'r6 aii oko es 
S-ZL (219 Sal Lea 
Ol-6s fb 1b fmt 
o-bp 82 05 etl eee 
e+ 99ZI I-11 § 8 
o-21 SOL set Oe 
TOF 0-29 “Bicit face 
<2le S26" Bote of 
Eo OSS. sez1b be 
S1t 0260 seek aes 
rt S721 Sth ge 
EL SCLC OF e ae ee 
EZ £9017 11. 9 8 
yIl £98 Il 9g 
“11 8°78 sec enone 


ALBERT SYDNEY RAUBENHEIMER 


76 








Ao ude so 2c ek Ol Sh OL: SL OS Sp O69 OZP | OF7. | I06C> O99. .0ct~ Deol Ol see Ores OI-rl 6 OT 

BEM bier ke wae: = OL oe Oe, BV Te eee wer cor poo O9F 82 8 GS € 90I 2-ST be 4 Si ae «| 

Pye Sot Giek: e aS Do CP BRP See: tee. FeO Lines ¥L0— Ol SOLU 9 Ul Dene Oi Srl. % 8 
S64-58 $9 206°. 09 08° 856576 -OT  S>S.. B20 aly “ORE “rcs lt 806 SSTY “01 OGe OS 688. BGrc1 Sark toe 
Sooner ee ab cy ae. ALSO. SO) SEO eee eb er Oil | reac OLet rid Ba tO Orr hk =~9 29 

OP ews ee ee Dorcor sl, 8 OS Or se sh SR Ober cee = OL), Sok. CULT ene ee ae Con eae PL Sark eece 
DeLee AUUL ee lr) eho ee 26 BPS ES. “SUD Len geo Peel Pelle cre 70k. 2B eee III v 

DY ote AOL e Ose CK Ft ono. 3 Sd OY tone OR OLE BOY USC. OO RMO P9SE POs ie oad Carl S28 

Ul tend eG Ota HOC UC. CL De 20 wt.  S -  OPL OSES ERIC ae ONC CFC COL "k Os ene Gist he aarc 

Oe DU Osseo. ce. EL Ol OL 6s ove. So Ore OBS > 0c Se roc a cic eae wll aver SBAe eek} Vor Lele bee 
POU Lave Lis Cr Ube okt 8 ee DO el) OSS phy Sel rao MOCk Oe be orga 2 Oe or ene Oseieacu et 

Jee ee as «Vor. Ol 28 eee Ce eo a CUE: CG CY Lamiehea KON. POC. Ut Porte OU batOee | bapecc een 
BCU Lea ee Cr Ee oe re. S.A otek ~ ORNS WCC e-8L 209 SOLS cl tal 0. Sak tl4 56 

PU MUUIRRO EP CLUY a VO. 4Uo et a eons a Cr Ro | OLS SLO ee OULIE PUL god P. teter eS O-fI 9 8 

Bp PE Go Ss be OC Pn ee oe Ba AE PS OND BEC Se PEC FOUS COC Os. OU een | Ur eee RSE be See 

DO FOO LO he 0S Sere Sli S OLE Zs oe. oS PEO Se OPST OLt) 2 BST i026 SECS > Sra oe int Cr 
aU Laon 39s VAC: ol, be ln) abt begt Wee  ec ees LZ SL Le eo OPPALVLCO 99 Laces Otc SOs G OF Lat Lae Oats 
ieee ee se Benet Go ena Sa ee oe Le ORS Bit 8g OLLCo1 Sr aS 2S eh ttle os y 

OS as Ue UU LPs ato he Coe tO 2) See Fo POLISH SICA 86c. 008 SOLP rele Oc ULE Ul a0 etre l rier A Si 
SEY SULs VV BCU LOL Vea el 5-2 Se “VSL E-96S =s8l) C06 se ly rere Ure0s TOT 296 se On-ct Liocie se 
OSs —O00}=selcos .00le 9) OL) cel Pp: = 90L 28S Veo sre> Sol Scro metic. 0US0 FOP 08 aI SCL eee ae 
> wo Pp 3 wo P me wD PP = wo P a w > 3 ee) > es wo p> z = Z > 9) a £ 
g 3 S. S By B. S. ete ravi Spec Rs gon he te 
R zi - = a &: ms ae 
re oe 
yusuI9}e}s suey  uonepossy asdusJajoIg dUIIIJIIG dUdIIJIIg peroy 

-13AQ eaUIYO  parjoruoy AVIAIIY Suipeay 4JazoDeIeY’) syoog 





SUNV1d UOIAVHAE-AALOVUVHD NO ANV SLSAL AONADITIALNI IVNOILVN NO ‘dNOUD 
TOOHDS TVIODddS ‘SAO GAIO-AVAA-NAALUNOA ANV “NAALMIHL “AATAML ALAIA JO SHUOODS :XI ATAVI 


77 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


L89S¢L6C9S9OTS9S OOS H969TSE9bSb BITES CSBP 8 6DE SSLI 86S THOS O'S8I H8'b O1'Z 89°72 £6 


eZ 
vd 
¢ 

cL 
cs 
9L 
82 
£9 
62 
62 
$6 
€8 
ad 
of 


ce 
£9 
vl 
ZI 
£6 
$8 
SZ 
8s 
88 


00T 
26 
8s 
es 
v6 
99 


69 
Sc 
co 
eZ 
99 





8Z OF 02 
co. bZ.. 85 
SI- POT 08 
IZ 82 -%S 
6€ POT 89 
cS 862 PPI 
Ch ae te 

fb ¢c8 th 
So IR Ae «5 
OL OZT 86 
16 86 ZS 
(A fA A 
9p 801 9S 
ey FE ce 
92 Pel Ze 
£9. VOT St 
c9 O2I 88 
lé- cle 88 
$6 bbe OLT 
c8 8If 8hl 
9Z P6T 88 
ce 88) =«F9 
v8 81 26 
OOT O9T 86 
S8 8PrI 29 
Ig 06 08 
89 cE OL 
£8 . POT S 
6S. ¥2. 02 


OI 
oI 
ve 
v2 
9¢ 
pst 
0 
8¢ 
ve 
cL 
Iv 
cL 
cs 
c 


NON 
cos OO 


8 
v 
9 


Oo 
o 


mr MONnTMOTNROMT 
“4 


MNOANN OMmAanNoOMmoorTN MMOnNNTTNOONWNOCT 


© 4 1 COIN 10 ONCOAONMTAN NTOONMSTeAtortsetst 


MANNY MONRAANTATM NMA OYANARMAOOMMN 


etTONOCCONOTITMON 


TOMAAMANT 


NaANQone 





SAMA NN Fea TIEN MON 


mstNR AR ONN 


MmONNN 


p8Z 
02r 
crl 
999 


c6b 
c£e 
OSS 
c9E 
8ce 
Ore 
8S 
bor 
Z6l 
9 
0cT 
992 


COE 
88 
c6l 
poe 
cll 
89 


9S 

027 
C87 
v16 
06+ 
Cr~ 
c8T 
882 
bS8 
OSE 
cS 
c6e 
9LI 
Old 


9LC 
OPC 
OLE 
C&L 
898 
06¢ 
8£9 
$88 
OL 


8z0T 
888 
8SP 
867 
867 
bSZ 


8 





8P 
OFT 


mONDOAMYMON AATOOFAONNOCOTROOCH 


ononont 


mOoOCOCoOCONcCo OrnRoCoOoTROMNooooco 


COMMM+TN 


CONMANNN SONDOANON MwnnRocoCcCOTOoOOoOnMoor- 


£6 
Sel 
TOT 
$8 
v6 
c6 
06 
£6 
LL 
08 
+8 
08 
solr 
86 


eel 
90T 
TOT 
16 
06 
Sor 
$8 
cel 
£6 


9L 
62 


OIT 
68 


0-€1 


jog 3! 
CoLt 
cosh 
8-cl 
6-€1 
Liset 
tiget 
9-+1 
II-01 
LIiShI 
Seo 
s-Il 
Sia. 
LaF 


nit 
81 
Soy I 
2t 
0-ZI 
II 
£-01 
Linst 
oot § | 


IIT 
O-IT 


y-9I 
Ii-cl 


0-1 


LHI 
0-1 
0-ST 
II-+1 
LI 
II 
ana 
III 
cI 
I-41 
S-rI 
9-41 
Srl 
OI-+I 


OI-€T 
OI-€1 
cel 
fe 3 
y-el 
Se 
2! 
0-ZI 
0-1 


oT 
OI-+1 
Lovt 
61 
ctl 
9-F1 


AMmMOowarrHCOCO NNN OO 


orm NN 


NONOO 


MANMAMONON 


MANO TMONODN 


ALBERT SYDNEY RAUBENHEIMER 


78 


b0S S61 90¢ fz 9Z Zor I 





OG. -CS.— 65> 884 Ce. 9 G tk yo -a@ =k I be Gr 6. CFE Lovie Le =i 

Of %t8= "ZS, 2S-- ve. “8S if I Oe eS <e Se CO Cores. Pot OSS) 90S h0G Sl —S? Aa coe “Serr Cards “AOE 

Glas Oder Ole = GL1L-Gor 06 svat Ss ke Se I be .- 9S 206e- Sr PONS le «06 = OS > Os Oa See coer Lee Ze Go 

Core OGn5 89. OE GO. | HL Big Or 8h Ole See Ge 8 COS OCS asa * Sole S601 (0Seen0e Oem 0 IOL OI-+1 Sark, “Sb -8 

Poe Clee US: 96ce Poee COL 6. Ge he GS SS, “OPiS 9085 909” OOF 00-0) OF =-8e5 Heh LV OF EE 

99 94 9S 29 8 I eae UG I I So 97s Gl Vie 96 2S big Ola Se See SO Stak Levis oe 9 

Cia lie. oot Vea (ice Uie o.ean las We cet ce 0” SS Slee. Le OVS- OFb “FG: “ES (he SRS ESI =tr Oo: <9 

Gees Le ben Vin Sa G Ge 0. <20- Sie Oe De - Saad bee BI Sli 98s Oe fe eae See ee Lint £8 

[ote to, (he Ure, Sin. Olai See Cee bet Si) Oe CO ee ‘SLES Ole 09 0G Ss 2S Oe Por eae En 4. ¢ 

Of Gh LOe Cee VES 8 I ke 0 I 0 Le oe Ogee. OL Chae 9e- = Com OPE Or 2 SS cael CSR Aaa 

Liye Sve Obe Sh CO TOF GrenGs- Se 39 tee (Cole. OV CHI Tole OP h6e 0S <0F On F86*_ 29) Gaver Sar ic 

Ose O8e O24, 9495" 8a- T One| 1 eS I 88S Ofb 8ST Soe Sle OSes Re Olan Ge ar Cee OS TEL Giese Se OE 

COs See Cole COLe Ulter = ike, ieee Ol s Oa Se OS. PS be CoS. 0G = Sr GEOG -S6ly Sle Gee Ser Pome bacIeh OSS, 26 

One emCee Hole hoe OU tae OL Gee = So Ou Vie 1G — CoO sOCOre COSs 8960) © COrie Re an fant AN Re eet [bas 2 De 

Coa eer Uber G0 eee Ole Os. OL _« Se eGo came VOSeccrle~ cOL Sova OCOesOLGL el Dey iE 6Z OI-O0l O- oleae sieZ 

Time ee Core Cn ile ale «Ce Oe Cel Se ce cee Pee 9G OST OZAS 9G TOlLe.Ol = 98 9 h6~ = 9Sci: Gl Oe.9 

Cla Cle Sin Ore Com OL c I I fae te =90te Cree 19 ie: Oba Ve I I 02-516 oso I=Siet ZeeS 

Char OCee or Ota ts # I Coe Cee (ee ae Vem Ce OORT SY PO Gs OLS SLSR OVE Com ek Clea ies See Os tao GSU on T 

Lee Ose a0 LLete Chin Say Sr Ge 1.0F <0 On = Sree SL 92 SCOe SO Can OSes Cee Oe ORs CO Ont LCi A eS 

Pee oe law: Gee Baas Gees tae Cee, er Lee Ons be’ BSE Shoe -901- — SGhe Zeer 00m Es oie is 2ee ISI etl Oe g 

Ee OSS Gale See ame Caen een, ie at (ee = [ee (ae bee COM Veer OL, OSes 8 OSS 6S Ze Se SSS SRL SeGle Os ties 

ome cence Pa pe ee ern ede ae ae Ae = et en ae ee ce 

4 S ry ny yy S ry ; > 5 OPt Be Roe 

i) Lae == s . a yr ” o fo} 

aR yz = 

@ OF 2, 
t 9 *§ y ts Z ‘T ° 

JUNI} e1S Bulze yy uOoT}eINOSsSyy IIUIIOjoOIg VvIUIIOJOI VIUVIOJoIg perry 

-1IAQ 8suUIGO pe][otzu07) AVIAIY SUIPLIY Jo}, eITeY) syood 





SINVIA AOIAVHAG-YALOVUAVHD NO ANV SLSAL ADNADITTIALNI IVNOILVN NO ‘dNOUD TOOHDS 
ALVIS WHILLIHM ‘SAOG CIO-UVAA-NHALANOA ANV -NHALUMIHL XIS-ALYIHL AO SHUYOOS +X ATAVI 


79 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


Toes ney oe 

£98 2466S —=—-95°09 

LEMmBC. SC: OL Galena 6 i iG: Sar6 
OORSo = CSS a ac Cotes wee oe oT ame | 
Sree lH Sleeps eee’ eee be ee, 
iol tcs OC, “SURES S66 ce eT een? 
Be OLS SS 39" .OCr ayers Leva me. Tae 
GLascog 09 <0¢-Nel °c Oe see tS EY Be 
Page? ae Coy OO ee Dee ee ewer | 
Diese Sh. Bl ~acly GS Ce See ore ae 1 
ogee se 09 ts 9 bee Rae Pee el) ek) oe 
Ee ee SC Ne HCL pe DE ee 2a] 
ie el Ge. £09 FO Ces Conn Stee. a me G 
Posey er. Vite su. len oy. Ce, C. O. eu. 2 0 
Vom ey UY GG, Oltet eGo ke AO P 
CimeGacc OF Pl meta. oie kore, el oC) 
09S 9S<F9-Ucs OT oP Ele be O 


PUL? 8L'b OSC LOC CSE SLT LL IT POE LLOT LOST 9 6PE O'SETO PIT 26'S 80°€ 68° 88 





SmMOoMNorontnNnNoTt 





O9TT FIZ 
86 8 

OSP 
98T 
VIS 
OLS 


9by 
06 


vST 
99 
c69 


0 
ce 
Oss 
VL 
9LP 


MOOT MOOCHNTHAOANTN 


AMNONCOCnATOUOCON YTS 


LL 
101 
v8 
cOT 
£8 
c8 
LL 
LL 
c8 
101 
98 
£8 
c8 
c8 
06 


fer A' 


vat 
L-¥I 


Eigtt 


Ura k 
SIT 
6-IT 
O-I1 
Sookd 
col 
0-ST 
6-cl 
0-¢T 
oa | 
el 
y-€l 


NRONAWODMMMMAOOAM 


fe 


CHUA TELE 
STATISTICAL EVALUATION OF RESULTS 


No apology need be made for resorting to statistical methods in 
connection with the evaluation and interpretation of the test 
results reported in the previous chapter, where such methods aim 
at an evaluation of the reliability of the measures used, and the 
nature of the unreliability of the results. There is the danger of 
looking on the test scores merely as mathematical expressions, 
without any reference to their meaning in the test situation. There 
is, however, another danger equally serious, viz., that of describ- 
ing and interpreting the results on the basis of purely personal 
observation and analysis, and in terms of subjective measures and 
criteria. In the methods of statistical evaluation resorted to in 
the present study, an attempt was made to avoid both these 
extremes. An effort was made to use such methods as would 
merit subscription to Webb’s statement: “ For the given data, 
and under the given conditions the following statements are true. 
You are bound either to believe them, or having collected similar 
data under similar conditions to substantiate your disbelief.” 

The object of the experiment may be repeated here: It was to 
find out whether the distinctions of social and moral adjustment, 
which are known to exist between different groups of boys, can be 
detected in a test situation. 

In the treatment of the results an attempt was made to answer 
the following questions: (1) How reliable are the tests, and to 
what extent are the tests measuring the same functions? (2) 
What is the nature of the distinction found between the test 
scores of the different groups of subjects on all the different tests ? 
(3) What is the nature of the distinction found between the test 
scores of the different groups of subjects, when the individual’s 
responses on the different tests are combined into a single meas- 
ure? (4) What is the relation between the scores of the group 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 81 


on a character-behavior test and their scores on an intelligence 
test? (5) What is the general nature of the distribution of the 
test scores of the different groups? 


1. Reliability and Interrelationship of Tests. 


The coefficients of the reliability of the different tests are given 
in Table XI. These were calculated from the subjects of the 
thirteen-year-old B groups, as they were considered to approx- 
imate an average group more closely. The coefficients for char- 
acter preference and reading preference are the same as those 
reported in connection with the preliminary experiment (Chapter 


IV). 


TABLE XI 
Reliability Coefficients for Different Tests 

Test I. Books Read .59 —by Brown’s formula— .74 
Test II. Character Preference .66 .79 
Test III. Reading Preference .67 .80 
Test IV. Activity Preference .59 .74 

(% against %) 
Test V. Controlled Association .63 Cae. 

(% against %) 
Test VI. Offense Rating 64 .78 
Test VII. Overstatement .76 .86 


Test VIII. National Intelligence Test .85 


These reliabilities are markedly satisfactory when it is borne in 
mind that the lowest, .74, has a standard error of .06. Al the 
test responses were therefore considered sufficiently reliable to 
merit further analysis. 

It must be noted again (see Chapter [V—Preliminary Experi- 
ment) that the form in which Test II was organized in this final 
experiment did not prove to be as satisfactory as the idea of 
separate cards, which was used in the preliminary experiment. 
The subjects knew what they had to do when they came to Form 
B of the test. The situation was therefore different from that in 
the case of Form A. This was in part also true of Test III, 
Reading Preference, although it involved less reading matter, and, 
therefore, the subjects were less liable to make an offhand selec- 
tion. Because of this difference of relation to the task in the 
case of Test II, it was decided to use only the responses to Form 


82 ALBERT SYDNEY RAUBENHEIMER 


A of the test for further evaluation. The situation in connection 
with Form A was genuine and unbiased. 

In order to find out to what extent the tests measured the same 
functions the intercorrelations between the different tests were 
calculated. Table XII gives these intercorrelations, also when 
they are corrected for attenuation, and the probable errors for 
the corrected coefficients. The corrections were calculated from 
Spearman’s formula for attenuation: 


r12 
r CO CO — 
Vil Vr2il 
where: "12 =the correlation between two dif. measures; 
“11 =the reliability coefficient of first measure; 


*2 I = the reliability coefficient of the second. 


TABLE XII 


Intercorrelations, Intercorrelations Corrected for Attenuation, and Probable 
Errors of the Corrected Coefficients 


Books Char. Read. Act. Con. Off. Over- 
N.I.T. Read Pref. Pref. Pref. Assoc. Rtng. St’m’t 


Nia: r 2197). 2158 3824. 49446 75802 62772 otnl 
Corr .2774 .2632 .4644 .6242 .7177 .7729 .7505 

Books Te 2197, 1449"... 300255.0957 _sal1900 252 5umooat 
Read Gorsreec 774 51886 73892 9°, 1290822509 351 Oma coo 
Pakevot iGoret $1765 CAZOW 1356 15 0e 2s eee 
Char. r .2158 .1449 +6242) 93967 "3526 096373521 
Pref. Cor.r .2632 .1886 ASA ed ie 5165454498 0 12 24e5 LOS 
Ep aoLe Gort .176 2076-* .L1L" 19S i Zo seo 
Read. Ts 877 S| 0) 0A 2 .3603 .4116 .2694 .4989 
Pref. Cor. 24644. .3892" ©7817 .4671 .5228 .3406 .5999 
EE or Cort L202 O46 e113, nn 31 O70 lide 0o3 
Act. r .4944 .0957 .3967 .3603 <pO02, 22770 o 934 
Pref. Core tes6242 691290) 25165 on 4671 .7397 .2993 .4916 
PA RpoinGorss SUS Gnas ll hee 13 ©089° 9F 81720 OZ 
Control r .5802 .1900 .3526 .4116 .5602 4907 .3759 
Assoc. Cor itwsA LFA iy 625004 GAF 9S ims 52284 7307 .6320 .4602 
Pep eol ort SO ert Sere) Oe OSO .098 .107 
Offense t).G0277 2029 40905 4. 200 4M 2077. eave 5027 
Rating Corirvs77Z9: 7 F335 19 1223 9403406 91 29095 ee Gs20 .6127 
PE wore @onar e125 +f 5129 pend 1Onebs 172.4 OOS .093 


Overstate- r .6411 .3641 .3321 .4989 .3934 .3759 .5027 
ment Cor.r .7505 .4550 .4009 .5999 .4916 .4602 .6127 
PB. ot" Cor r LOS POR 1009s O9Smare 1 OF eae O79 F 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 83 


The probable error for a correlation coefficient corrected for 
attenuation was calculated from Kelley’s * formula: 











re 6745r CO CO ] 1 ry I 
P.E. Stoo fo Ee 
roo AVA N T2140 4r7, 1 4 
1 1 r oT] 
+ ry5.——— 1) + ( ae + Yell 
Ty I 4r2,, II 4 
lt yy 
md dens ') 
Toll 

Where:‘'12 = coefficient of correlation between two meas- 


ures; 
Ta99 co== that coefficient of correlation corrected for 
attenuation ; 


"1 I reliability coefficient of first measure; 
*2 II = reliability coefficient of second measure ; 
N =the number of cases. 


An examination of Table XII shows: (a) That all the tests 
are related to one another in a positive manner, that is, they are 
all, to a more or less degree, measuring the same functions; 
(b) no single test dominates the whole test situation; each test 
makes its own positive contribution. Controlled association and 
overstatement correlate the highest with each of the other tests, 
but they correlate with each other to the extent of .4602; (c) the 
correlations of books read with the remaining tests are the lowest, 
and in some cases insignificant, e.g., with character preference 
. 1886, P.E. .176, with activity preference .1290, P.E...136. 
Books read has greater agreement in what it measures with over- 
statement; this, no doubt, is due to the fact that both tests are 
measuring forms of exaggeration. 

It may, however, be asked: Is this positive relationship, that 
obtains between the different test measures, not merely due to the 
factor of intelligence? Does not the subject in every test. situa- 


1Keiey, T. L. Statistieal Methods, p. 200, Macmillan. 


84 ALBERT SYDNEY RAUBENHEIMER 


tion react in a purely rational manner, and in that way cause the 
relationship between the different test measures to develop? The 
answer to this question may be found in Table XIII. This table 
shows to what extent the interrelationship between the tests still 
exists after the factor of intelligence has been eliminated. This 
was done for the corrected coefficients of Table XII. The stand- 
ard errors for the numerators of three of these partials have also 
been calculated by means of Kelley’s (unpublished) formula 
(given at the foot of Table XIII). The three partials chosen are 
representative samples, because of their size, and because of the 
fact that they are connected with at least six of the tests. The 
significance of the remaining partials can be estimated from these 
samples. 

It appears, that whatever relationship may exist between 
books read, offense rating, and the remaining tests, is entirely 
due to the common factor of intelligence entering into the 


TABLE XIII 


Coefficients of Correlation Between Different Tests, with Intelligence 
Factor Partialed Out 
(Partials were calculated from coefficients corrected for attenuation) 


Books’ Char. Read. Act. Contr. Offense Over- 
Read Pref. Pref. Pref. Assoc. Rating St’m’t 


Books Read .1198 .3061 —.0589 .0774 .1927  .3887 
Char. Pref. .1198 7719 _.4673 —s_ . 3884 —.0132 = .3191 
Read. Pref. . 3061 .7719 .2561 .3072 —.0325 .4397 
IA CUM Ler: —.0589 .4673 .2561 .5361 —.3699  .0451 
Contr. Assoc. -0774" °.3884.) *73072 5361 .1750 —.1704 
Offense Rating .1927 —.0132 —.0325 —.3699  .1750 .0777 


Overstatement POSS Ta EO LOL 45970 2.04515 —— 704 ere Os 7s 


Standard Error for Numerator of 


TBks. read—Ch. pref. (i.e., .1156) is .122 

'Rd. pref.—Overstate. (i.e., .2514) is .091 

rAct. pref.—Con. Asc. (i.e., .2917) is .091 
Kelley's Formula: 


For finding the standard error of a partial correlation derived from 
intercorrelations that have been corrected for attenuation. Where 
k? = (1l—r?,.), etc.; and s=the factor that has been partialed out; 
f—numerator of partial calculated from coefficient corrected for 


attenuation: 
Z 1 | 

S. De yr er? ert 2 art 4p ge 
f N | 12 sS is 2s 1s 2s 12 1s 28 sS 1s 


r2)+2r rrr —f#(k? +k? + k? +k? —r12 —yom 
2s 12 1s 2s sS 12 5S 1s. 2s 1s 238 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 85 


responses. (Books read, overstatement, and reading preference 
are the only exceptions.) This seems to be what might be 
expected, especially in the matter of rating offenses; the task, in 
the main, is one of abstract judgment. 

The relationship between the remaining tests is well sustained, 
except in the case of overstatement with controlled association, 
and with activity preference. But controlled association and 
activity preference still correlate to the extent of .5361. 

Hence the answer to question one, stated above, can be stated 
thus: The different tests developed for and used in connection 
with this experiment are reliable to a fair degree; they are posi- 
tively related in what they measure, while no single test domi- 
nates the influence of the rest; the interrelationship which two of 
them (books read and offense rating) have with the others is 
almost entirely due to the extent to which intelligence functions 
in all the test responses. 


2. The Nature of the Distinctions Found Between Test Scores. 


Now that the character of the tests has been determined, it 
becomes possible to turn to the actual test scores in order to 
examine what they have to reveal concerning the different groups 
of subjects. 

It might be of service to recall that the original subjects were 
selected from different communities with different social and 
educational opportunities. 


Ai—most stable, etc.—in a privileged community. 
Ae—least stable, etc.—in a privileged community. 
Bi— most stable, etc.—in a less privileged community. 
Bz—least stable, etc.—in a less privileged community. 
Special —Parental School Group. 
Whittier —Whittier State School. 


Because of the fact that Whittier School subjects were somewhat 
older than those in the other groups, and because the Special 
School subjects were the most natural types of delinquents, it was 
decided to take this latter group as the one to be contrasted with 
the others. 


86 ALBERT SYDNEY RAUBENHEIMER 


Table XIV gives the mean scores and standard deviations for 
all the groups on all the different tests. 

In making a comparison between the scores of the more stable 
groups and those of the less stable groups, e.g., between Ai and 
As, Bi and Bg, etc., it must be remembered that these divisions 
are not as absolute or extreme as might be thought at first. These 
subjects were, indeed, selected on the basis of their constituting 
the 25 per cent most stable and the 25 per cent least stable boys 
of a certain age in a certain grade. This does not necessarily 
mean that there were very wide differences between, say, two 
boys that were selected from one grade. It very frequently hap- 
pened that the teacher had difficulty in deciding who should be 
placed at either extreme. The differences did not loom large 
in the judgment of the teacher. 

Then, too, it must be remembered that these subjects were 
selected from different grades, 4 to 8, by different teachers, and 
from different schools. Under such circumstances it is only 
natural that any wide division between the ultimate groups is not 
a possibility. It is, however, equally impossible to get enough 
subjects at the extremes in one and the same school—not even to 
speak of the same grade. 

Table XIV shows very marked differences between the mean 
scores of some groups. (A low score is desirable, or better; a 
high score is undesirable, or worse.) There is always a very sig- 
nificant difference between the most stable groups and the special 
group. This is not always the case when the comparison is made 
with the Whittier Group. No doubt maturity and the helpful 
influences of direction and guidance at a school of the type of 
Whittier have been instrumental in creating new and better inter- 
ests. It is interesting to note the larger scores with the eleven- 
year-olds in comparison with the thirteen-year-olds. The dis- 
tinction between the Bi and Be groups seems to be more marked 
than that between the Ai and Az groups. It is no doubt due to 
the fact that the conditions under which the B groups are brought 
up afford the greater opportunity for differentiation. The child 


87 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


Lela OeZ9 
O29 Cee Leas 
BAVA 1S*CAS 
Cua CE ORLY, 
a8 eels 
O- ECmeZ 89 
Sal Ceemal SS 
Coe ens 
y0¢ 9°9F 
L Olas op 
dS. ur 
JUIUII}L}SIIAO 


NO SdNOUD GNV SHOV TIV YOH SNOILVIAAG CAAVAGNVIS 


¢°Z8 €° Zbl 
asic GIT 
Se as 
¢°Sb c‘I8 
6°Sb 9°09 
$9°7Z S90 
6°19 S*P8 
8° PS 8°8Z 
GZ g°SZ 
£°9S G°ZZ 
qs ueofl 
suney ‘PO 


[9% -6:8 
hay ee A bRe 
9-6 £59 
Cie = Chy 
Ley ESL y 
1os— 986 
OSs ORS 
t¢ Tee 
OZ hs Gul, 
op = cit 


qs ueoyy qdS uryl 


‘20SsYy ‘IqU07 


0°¢ Te 2 
vec 6°¢ 
bare Aas 
9°¢ £2 
80° —~ SE 
8c - OS P 
Cane = SY E 
Boi 06-1 
60 2. ee < 
ae oe a 


‘Pld PV 


0° Séz 
L°91¢ 
$°897¢ 
0°02 


0° 282 


0° e272 


8° 797 
6 '0ZT 
8° LL2 


8° SIZ 
ds 


0° eTY 
6 °9TE 
$°02P 
b°69€ 


bv’ r0e 


€°S8r 


L £6€ 
bec 
Gabe: 


£°05¢ 
uray 


‘JoIg SuIpesy 


SAINVTd AOIAVHAA 


V'zzZl 9061 
L'v0l  L°LS1 
S'eZ1 PTOI 
S*OIL €°OFI 
80S OFT 
S'ZIL 9°S8T 
ZZOL 8°OLT 
Lyk —€°8t1 
Ghee cl 
I'80l $°Set 
ds ubsjl 
‘Pog “ey 


GQNV SHYOOS NVHW ‘AIX 


6°F fee 
Sa 0°? 
ih ti | 
oe be COREL 
La¥ 0°9 
ES 8°Y 
vv 6°C 
o'e Ee. 
ev . Soe 
ab Eg ee | 
qs ury 
peoy syoog 


9¢ 
Iv 
9¢ 
cy 


9¢ 


0s 


OF 


ey 


LE 
OS 


‘ON 


as | 
“Vests! 
2G 
aT aWs 
dnoiy 
BAS Gi 
dnoiy 


"YIS 9321S 
osoatndge Fala 


dnoir 
jooyss 
yerads 
‘Gu 
alpen 
LENE 
abe 


dnoi 
ASOT 


ATAVL 


88 ALBERT SYDNEY RAUBENHEIMER 


is left more to himself; he is less guarded; he comes more in 
contact with the conditions that generate delinquency. 

Table XV expresses the significance of the differences discussed 
above very clearly. The difference between the mean scores of 
two groups is expressed as the multiple of its standard deviation. 
The standard deviation of the difference was calculated from the 








formula: 
Wf Speers 
S.D. of diff. = 4s 
N, 2 
Where: S.D.1 =standard deviation of the mean score of the 
first group. 
S.D.2 ==standard deviation of the mean score of the 


second group. 
Ni, Ne = the respective number of cases. 


It is interesting to note how different tests are more instrumental 
in bringing out significant differences between groups than others, 
e.g., the differences on reading preference, activity preference, and 
controlled association are more marked than in the case of the 
other tests. Offense rating is the poorest in differentiating - 
between the groups. All of them fail to find any significant 
differences between the eleven-year-olds Ai and Az. 

Another method of evaluating the differences between the test 
responses of the groups is to note the extent to which the differ- 
entiation thus made between the groups corresponds with the 
original differentiation made by the teachers. _This was done by 
means of calculating the “ bi-serial coefficient of correlation ” * 
between groups. The formula for this is: * 

(M, = M,) pq 


r= 


S:D:z 


*Kewrey, T. L. Statistical Method, p. 249. Macmillan. 
*(For explanation of symbols, see foot of Table XV, following.) 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 89 


TABLE XV 


Showing the Significance of the Difference Between the Means of the 
Various Groups on All the Tests 
Difference 
Expressed 
Difference Standard as Mul- 
Between Deviat. tiple of Its 


Test Age Better Worse Means of Dif. Stand. Dev. 
Books Read 1M yISA Ay VAS eA 841 1.44 
A, Spcl. 2.96 .867 3.41 
B, By 30 .833 0.36 
B, Spel. 2.2 854 PAY 
ll yrs. A, A, .48 .749 0.64 
A, Spcl 3.40 0.883 3.85 
B, By is .966 ¥235 
B, Spel 2.8 . 886 3.16 
Char. Pref. 13 yrs. Ay, Ag 1.80 20.134 0.09 
Ay Spcl. 50.1 22.063 ae | 
B, B, 5285 20.423 REY | 
B, Spcl. 67.3 19.568 3.44 
Wiiyrs: aA; Ay Ziel 26.766 0.79 
Ay Spel. 45.3 23,011 1.94 
B, By 32.9 26.106 1.26 
B, Spel. a fess) 22.814 Lee 
Reading Pref. IS yrsai Ay Ay 61.2 54.948 11 
Ay Spcl. 235.0 49.214 4.77 
B, B, 159.3 49.049 eas) 
B, Spcl. 250.9 46.581 5.38 
tives. Ay As Slt 61.141 0.84 
A, Spcl. 115.9 59.565 1.95 
B, By 96.1 50.507 1.90 
B, Spcl. 168.4 57.576 2.92 
Activ. Pref. 13. yrs..cA; . As 48 431 ee 
Ay Spel. 2.66 .479 5.55 
B, By 1.55 495 x 
B, Spel. 2.60 .451 5.76 
Ble Fas € Ag 9 .680 0.74 
Ay Spcl 1.8 .564 3.19 
B, B, 1x7 .624 2aaa 
B, Spcl 1.6 .545 2.94 
Contr. Assoc. Po yrs. Age Ay .6 .767 0.78 
Ay Spcl 6.1 .962 6.34 
B, By Zan .921 Zeit 
B, Spcl 6.5 .862 7.54 
ll yrs. Ay, Ay pani 1.163 ]u72 
Ay Spcl 33a 1.001 3.30 
B, By 2.8 1.254 2020 
B, Spcl ous 1.028 3.40 


90 ALBERT SYDNEY RAUBENHEIMER 


Difference 

Expressed 
Difference Standard as Mul- 
Between Deviat. tiple of Its 


Test Age Better Worse Means of Dif. Stand. Dev. 
Offense Rating 13 yrs. A, As Bed 14.610 0.19 
Ay Spcl. 34.0 12.992 Z22Ge 
B, By be 12.868 0.44 
B, Spcl. Zhan 13.239 2.09 
Ri yrs. one As 1.7 11.658 0.15 
1 Spcl. 25.0 12.686 1.97 
1 By PRES | 18.414 1725 
epel. By 1207 15.249 0.83 
Overstatement 13 yrs. A, Ay 3.1 4.359 0.71 
1 Spcl. Zarek 4.380 5.75 
By By 4.8 Mey! 1.01 
1 Spcl. 18.4 4.708 3.91 
ll yrs. A, As 4.2 5.268 0.80 
Ay Spcl. 20.8 5a 222 3.98 
B, By 1i¢2 CSR YA! 2.10 
B, Spel. 13.0 5.283 2.46 


Explanation of symbols for the formula for “ bi-serial coefficient of 
correlation ”: ; 


M, and M, = means of the test scores of the two groups. 
Pp — proportion of cases in one group. 
q = proportion of cases in the other. 
S.D.=standard deviation in the test scores of the two groups 
combined. 
z=ordinate of the normal probability curve at the point where 
the proportion of cases on one side of it is p. 


Table XVI gives a summary of the bi-serial coefficients of cor- 
relation for the different groups on all the tests. Practically the 
same points of difference are noted here. There is fair agree- 
ment in the differences made between groups Bi and Bz but little 
agreement concerning those of A1 and Az. The difference 
between the special group and the various other groups correlates 
highly with the differentiation made between the groups by the 
standards of educational practice—they are in reality segregated 
from the regular school groups. It might be noted again that 
offense rating and books read are least in agreement with the 
differentiation made by the teachers. 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 91 


TABLE XVI 
Bi-Serial Coefficients of Correlation and Combined Standard Deviations 
for the Different Groups and Ages 
Books’ Char. Read. Acti Gol. Ott #Over- 


13 Years Readiw™ Pret; Pref. Pref. Assoc. Rtng. st’m’nt. 
A, and A, 
Bi-serial r .14 .09 Sits} .13 —.08 .02 .08 
S20} 4.3 99.4 244.1 1.8 3.8 60:25 20.0 
A, and Special 
Bi-serial r 41 .28 54 .61 .67 sol .63 
S.D. 4.6 113.2 272.8 Zs Lot) OG. 4) a OOO 20h me 
B, and B, 
Bi-serial r .07 ioe e404 24] Be hy .06 42 
Sa: 3.74 99.7 246.7 2.34 4.45 59.9 25.8 
B, and Special 
Bi-serial r BAW 41 .60 .61 a3 .26 .47 
S.D. 4.41 102.8 263.4 2.65, 5.54. 67.09 24-4 
11 Years 
A, and A, 
Bi-serial r .09 seliat mee U8 .24 .02 8 
S:D: 3.3 119.0 267.7 Ree hr 28" 51:07 92336 
A, and Special 
Bi-serial r 45 Lea .26 39 59 .24 .48 
SHLD 4.7 11573 277.8 PRS TN LY 63.91 2/C 01 
B, and By 
Bi-serial r .19 .18 Pl By Sol .18 .29 
SD): 4.3 113.5 224.7 ZesOns 0807 82.5 24.3 
B, and Special 
Bi-serial r BOW .16 .40 sO 41 —.11 .32 
SD: Se £44.09 vee 0 262.1 Lite Meee Owns 4.4 25.4 


3. Nature of Distinction Between Groups on Test Series as a 
W hole. 

In order to make a comparison between the groups on a basis: 
of scores on the test series as a whole, the different tests had to be 
duly weighted, so that each test should contribute its proper share 
to the total score. The weight that each original test score should 
get was calculated from the formula: 

1 (aver.r with criterion) 

tian oe aa tha chal 2 ahaa cee 

S.D. (aver. intercorrelation) 
(The average r with criterion was the bi-serial r for the thirteen- 
year-old B groups; the other factors were also taken for those 


groups.) The following are the weights calculated: 


Test Tee BookstsReadecyncc deen nieces 16 
Mest) - Il. Character Preference: oss cce 6: Z 
Test III Reading Preference.......... 1 
esta VaeweA Ctivitivar Prererencein marceccue 100 
Test V Controlled Association....... 40 
OSE LA Val pa RTROTSE 1a tI 55 asthe taal 0.5 


shesta\ Ulam werstatenientuseres ma mae. 2 


ALBERT SYDNEY RAUBENHEIMER 


92 


9 81 O0€ Z 6b + tae) Come GREE What zr 2 pjooyss =f JOYS | BLO eae 4 
Roe Zire Osea T oLt ¢ 88 6 ssl £ Loy se 1 66 $I Goce ge 9 
Sol 91 Ztoouss gse Z ie L9E 9  € JOoYyDS €ZI OL SCL STI Zbl ZI Lg § 
Ocercl mm eee rerst oe 06 = Z Loto Sei Oy (OT EST 6 9p II joa & ott 
86 tl cz 92 & JOOS 6rl 9 Pe Oe Ct orl 8 9L Ol cc 01 teas 
[See C Lome COS seg Ce oe OS 38 ste 6 TLR on eT ert 6gl Z LOL 6 £6 6 che 
Roe el. Pe akUG) myer Lee TL 0ZL + IZ OL CT Ie 9 Lian r6l 8 Ozaeal 
oper Lir a CIT soca - UST. O 0ZI ¢ Ibl 1 82 ZT 9s2 rol L iene pb JOOYDS 
yelp ttecare A. cea eo sé Z = OOHDS OKT SCOMTTT zo 98 9 ssl 9 zzz 9 
08 6 cz IZ «09. + 86 I 691 ZI 6 OL 6sI ¢ OST S 99 ¢ LIL ¢ 
o0e 8 Oe er -Ble f=. £ 10SS = cus ht 86 wes IZ Zz Zl zo so FF 
rl Z Td RC es gd ae roe 8 6. 20 es 10l BR OIL I Sig xe inc £6 ¢ 
98 9 66€ SI 961 I Spor £00 6 = L027 € JOOYDS FA bse Zione SZl Z 
clees SOL ZI JooyrS o£ 9 $0 4G ee 5OZ. ED “462 6 IbZ I iaeet r0Z 1 
tz oP SOE SOT Re -26e0 9 cs O0leda sactles LS 8 € Jooysg =p JOOS ~—¢_-JOOYDS 
Zine 6f2 SI~ 862 § iS + ee me ee Tons? Tans $6 Z rd 
cs Z LoZ ¢l Ls¢ ¢ 962 £ gs S Ore ¢ Is 9 98 9 cL art foie tt 
8ZI_I LEREL 6-8 091 Z c0Z + LOL ez 901 ge S € JOOYDS so OL 
sivak bf 962 ZI 69% Z SoU Ost ¢ rar ZO Is + PIL 8 SLe6 

Q¢l Il 62€ 1 zooms 98 Z Zz Jooyrs eoag Or ¢ ZS Ib 8 
Shl OL Zbl OL Zz fooyss OOLLINT Ge OP Ee I seers: OT 9% Z Stiac Ig 9 loz Z 
L6Z 6 OIL 6 SIL 6 19 6 Z19049S 092 6 gz I p22 I er 09 9 
90€ 8 22 6 62 8 99 8 Clie ane o/e mee Z1OOyIS ——-F_JOOYIS sol + 09 ¢ 
91Z ZL ied Ost Z Se iaes Olle he eeOOl az rel ZL cz OL IOI € 6g + 
eZ. 9 682 9 £6 9 5LES9 L9C20 SP0Sing 9 Ls~ 9 Or 9 L6l 2 IT ¢ 
Sh S OST $ g0Z § ieee atte SIL § zee S ch S Sl 69 Z 
soz + Ley ISZ + SL. + SLI + IS] + Zl + 9$ + Z JOOYDS eye 
oL §€ 1L2 € Zz 691 ¢ tlie: cle pecs ZG rat 22055 Z JOOYDS 
OL>~Z soe Zz III Z 082 Zz G07) oe ee oe LS mee Lig 9SZ Z 80I Zz 
95 1 SZ 1 622-1 Ibl 1 oct 1 Fda to [zug 16r 1 or I i) | 
siewak ¢] |] JOOYIS =] Jooysg | fooysxg J Jooyss J JooysS =f JooysS = FOoHDS ~— TT JOOHDS ~—T._ JOOS 
REetN ee aeS: ORR e. See Ne  OSTN- SSoS tN eos aN 2S 'N 2S 'N 2S 'N 2S 'N 


rniyM = jepeds §= Sgrsak ty «oTgsssk qt, «SyisskqT «=oTyssk IT Fqssidetr) Tq saket |= Fy ossket TW sah gy 


SLSUL ALVAVdAS ONILHDIGM AALAV 
SHD9V GNV SdNOU)D TIV YOU AMALLVA LSAL AIOHM NO SHAOOS TVLOL GHNIGNOD ‘WAX WTdVvtL 


93 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 


Z’1et v°961 8°S8I L°9€T c cl T° v21 L°SST €°10T SEU 8°66 
:uea 
9¢ 0s 9€ Iv 9€ cv cv ey Le 0s 
:uol}eyndog 
Or OF 
LL 6¢ 
89I OCT 82 
OPT ce AMS G08 
Zt 12 vl 9 
8c 02 86 SZ 
Ilz 61 6rI S$ Lyl 2 
Sit 8t cco. v c8l 2 
68 ZI Se € tLe © €€ 2 
S65.:91 Loar £Zv OL Les toc cOC 12 
vid ST 8cI_ I 26>" ST vol scl S02 02 
SOL FI Sel PSO col FI emer Soy 68 6 
| PA BS LO0g- 6 a cy -é Sheet 16 81 
v9e cl co. -é OFT 8 8cI- cI Live SOL OT 99 ve 6cl LT 
cole EL 062 I Boles : PIZcere 5.12925 SL5 3 Std £2 SC ea eb 
Ole 9¢ tS Dt Ge a Ree a tre 9 ely ST v6 =~OT 00Z 8 Oct 8 he ae es Sy sk 
Cot ac c8 C6 1ST= Ub 66 § $Lo v1 0L 6 Ocl Z CLS GL 8L  iI¢ fce bl 
OST 2 tel 3 8€c OL PPleoY LIL <eT 8f2 8 £8 39 tr 8 £OL 02 Ice &t 
COL (£2 881 Z I€~ 6 ae. ©. 96 eZt Z£ TODS: 681 ¢ Ill 61 tea ct 
982 cc €lc 9 cL 8 col’ 2 cl rol9 €82 ¥ 401 ¥ cf SI On Berke 
Ort 12 Olas £6c Z£ SR SIZ elt OCs Ly ¢ Saf 88 LT SZ OL 
IZ 02 S6l ¥ S09 POON sS ZZt OT 86l + L9E ¢ TLE cel OT BE «6 
LOI 8t c9e 6£ 6S 9¢° COLT 64 6 scl € 6cl I Lae f £8< SI 0c 8 


94 ALBERT SYDNEY RAUBENHEIMER 
TABLE XVIII 


Bi-Serial Coefficients of Correlation, Standard Errors for Bi-Serial r’s, 
and Combined S.D.’s for All Groups on Test Series as a Whole 


Standard Error 
Bi-serial r of Bi-serial r Combined S.D. 


13 years: 
A, and A, ai me 68.09 
A, and Spel. whe .07 83.96 
B, and By 44 oi 78.12 
B, and Spcl. 74 07 80.85 
11 years: 
A, and A, .14 14 85.59 
A, and Spel. [05 .099 82.63 
B, and B, 36 ‘13 84.64 
B, and Spel. -47 at) 78.76 


The final scores reported in Table XVII are the totals found, 
divided by ten. The significance of the means for different 
groups on the test as a whole is indicated in Table XIX. All the 


differences are significant excepting in the case of the thirteen- . 
year-olds and the eleven-year-olds Ai and Az. In Table XVIII 


the bi-serial coefficients of correlation are given for the different 
groups on the test series as a whole. Here, again, all the coeffi- 
cients are significant but for those between Ai and Ag thirteen- 
year-olds and Ai and Az eleven-year-olds. 


TABLE XIX 


Showing the Significance of the Differences of the Means for All Groups 
on Test Series as a Whole 


Difference Diff. Expressed 
Between S.D. of as Multiple of 
Better Worse Means Difference ~ Its Stand. Dev. 
13 years: 
A, As 11 14.69 My de 
Ay Spcl. 96 14.73 6.52 
B, By 55 17.66 Ber 
B, Spcl. 95 15275 6.03 
11 years: 
Ay Ay 25 18.56 1 a 
Ay Spcl. 72 15.78 4.56 
B, Be 49 18.86 2.56 
B, Spcl. 59 16.38 3.60 


ee 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 95 


4. Relation Between Scores on Character-Behavior Tests and 
Scores on Intelligence Test. 

The question of influence of intelligence on the relationship that 
obtains between the test responses has already been discussed in 
Section 1 of this chapter. One additional factor, however, has 
still to be noted. In Table XX the correlations between the 
mental ages and the scores on the test series as a whole are given. 
The mental ages of the thirteen-year-olds are somewhat influenced 
by the fact that the test did not extend far enough for the older 
groups, and there consequently resulted an error of grouping. 
This handicap, though, affected all the thirteen-year-old groups. 

If the correlations are examined it will be noted that, but for 
the thirteen-year-old Az Group, all the correlations are positive, 
and that there is a constant relationship between the groups, viz., 
the Ai and Bi groups (the stable groups) have consistently higher 
correlations than the Az and Be groups (the unstable groups). 
It would hence appear that the boys who are known and judged 
to be stable, reliable, etc., have used their intelligent understanding 
in facing moral and social problems; their intelligence is a very 
potent factor in maintaining those qualities. 

When, however, a boy gets steeped in delinquent interests and 
practices, he does not go that way because of his lack of intelli- 
gence, but rather in spite of his intelligence. Other factors, 
environmental and physiological no doubt, have been greater 
determinants in his development. The influence of these latter 
factors are particularly marked in the case of the special group. 


TABLE XxX 
Correlation Between Mental Ages and Scores on Test Series as a Whole: 
Standard Errors of Correlation, Means and Standard Deviations 
for M.A., and Scores for All Groups and Ages 

13 years 11 years Special 

Ay As B, Baten ty Aen B, 
Correlation M.A. 

Ande esti sc.) 4 405.—.0488. +392, s323° 4852°> 385" 7,586" 2285 2 

Standard Error 


Correlations...« ul21. .164 » .134.:.142 .0424 5144) 2103.9 (153 S147 
Mean M.A..... 14-11 14-10 14-6 14-4 13-5 13-3 12-9 11-8 13-0 
SD Mea Sik Says eae co - Or 29.2 GUL ly 25.0 e400 eeoc7  edrU 


Mean Test Score 100 111 101 156491 24-2 6149 137 sen SO 96 
S.D. Test Score. 67.56 67.93 72.60 87.04 71.66 87.3 76.29 87.75 72.84 
No. of Cases... 50 37 43 40 42 36 41 36 42 


96 ALBERT SYDNEY RAUBENHEIMER 


The correlation between their test responses and mental ages is 
only .211. If the lack of intelligence were in the main responsible 
for delinquent development the correlation between the lower 
mental ages and the higher scores (that is, badness) of the special 
group ought to have been much higher. For the same reason the 
correlation between the mental age and the score on the behavior 
tests for the Ai and Bi groups ought then to have been higher 
than those for the Az and Be groups. (It must be borne in 
mind that high scores on the behavior tests indicate extremely 
undesirable interests. ) 

When the findings of this section are viewed in the light of 
those of sections 2 and 3, there seem to be sufficient grounds to 
conclude that the differences that are brought out between the 
groups by means of these tests are differences of appreciation of 
moral and social values rather than differences of ability to reason 
and to judge in the abstract. 


TABLE XXI 


Distribution of Total Scores of All Ages and Groups on the Test Series 
as a Whole, Together with the Median Scores for Each Group 


13 Years 11 Years 


Score B Special Whittier 


20— 40 
40-— 60 
60- 80 
80-100 
100-120 
120-140 
140-160 
160-180 
180-200 
200-220 
220-240 
240-260 
260-280 
280-300 
300-320 1 
320-340 1 
340-360 1 1 2 
360-380 1 2 
380-400 1 
400-420 1 


tw 
iS) 


a 

FNP NNUNAGU- 
N NWOAnoww 
me ND me DD I Oo CO STE 
re > 
PDR NWWwWaApROAL 
> 

NWR MAWNAWAN Ne, 

o& 

NDAPRRNND DE 

NN RWONNOND & 


— 


bre 
Ore DO UID U1 Ge Go Go et 


mG DIWWNHRWAWWNHAr 
NWUWWAUWUUwRPe 


NN 


Number 

ofiCases7 50 e61371 nao _ Al VA2Z 9 (368 41 36 50 36 
Median 

Score 83's, 92590. 138) 1137 1308 12778180 200 120 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 97 


5. Distribution of Test Scores of Groups. 
Table XXI and Charts I—-VIII explain the nature of the distribu- 
tion of the test scores of the different groups. The median scores 


DISTRIBUTION OF TOTAL SCORES OF THIRTEEN-YEAR- OLD 


BOYS, SPECIAL, AND WHITTIER ON TEST SERIES AS A WHOLE 


CHART-L Group Al, Special, and Whittier. 


Number of Cases 
12 





















































CHART- II Group A2, Special, and Whittier 
Number of Cases 
12 





















































THIRTEEN -YEAR-OLO BOYS 
SPECIAL 
_——"— WHITTIER 





of the Az and Be groups are consistently higher (worse) than 
those of the Ai and Bi groups. The special group has a median 
score markedly higher than all the other groups. The evidence of 
the influence of environmental conditions and of maturity in the 


98 ALBERT SYDNEY RAUBENHEIMER 


case of the other groups would point to the conclusion that the 
relatively lower median score of the Whittier group is, no doubt, 
due to the more helpful circumstances in which they have been 
placed at the Whittier State School. 

The effect of maturity can be seen very clearly when, say, the . 
unstable groups of the eleven-year-olds, Az and Bz, are compared 
with the unstable thirteen-year-olds. Their scores change from 


DISTRIBUTION OF TOTAL SCORES OF THIRTEEN-YEAR-OLD 
BOYS, SPECIAL,AND WHITTIER ON TEST SERIES AS A VVHOLE 


CHART IIL Group Bl, Special, and Whittier 


Number of Cases 
\2 






























































res 


CHART IZ Group B2, Special, and Whitter 


of Cases 














VJ 

CET 
y \ 
(NAL 














Ne 
A 
SEMAEADY 


260 Soo : 


190 i40 
dn. Mdn. 
pEOEnOE 
Peciace LO - Bos 
TT ee ANT TIER 





o* 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 99 


130 and 180 to 92 and 138, respectively. It would seem that a 
process of constant differentiation operates from year to year. 
The greatest number of boys seem to move up in the scale of 
moral and social adjustment, the nature of their progress depend- 
ing very much on the educational and social conditions by which 
they are surrounded. A very much smaller number of boys in 
the course of their development, no doubt, will approach the 


DISTRIBUTION OF TOTAL SCORES OF ELEVEN - YEAR-OLD 
BOYS, SPECIAL, AND WHITTIER ON TEST SERIES AS A WHOLE 


CHART WY Group Al, Special, and Whittier 


Number of Cases 









































| ‘\ 
Ne 
( See 
\ . ” 
\ AS 
Mo 20 


Boo 340 


CHART VI Group A2, Special and Whittier 
of Cases 
1% 











\ 


AL 
\\ 
























































LEGENO 
ELEVEN “YEAR OLD + BoYS 
SPECIAL 
WHITTIER 





100 ALBERT SYDNEY RAUBENHEIMER 


Special School Group. If the charts are compared in their 
reverse order, beginning with number VIII, a very clear picture 
can be had of the development of the boys at different ages and 
under different environmental conditions, from the eleven-year- 
old Bz group, that approach the distribution of the Special School. 
Group very closely, to the widely differentiated thirteen-year-old 
Ai group. } 


DISTRIBUTION OF TOTAL SCORES OF ELEVEN-YEAR-OLD 


BOYS, SPECIAL, AND WHITTIER ON TEST SERIES AS A WHOLE 
CHART WIL Group Bl, Special, and Whittier. 


Number of Cases 
\% 

















CHART VIII Group B2, Special, and Whittier. 


Number of Cases 


fete 
eR 


AVE 
FVEALAANEANDANVAND 


srl bag YEAR-OLO Boys 
SPECI 
oo WHITTIER 























CHAPTER MV it 
INDIVIDUAL VALIDATION 


As was stated in Chapter I, the primary aim of this study was 
not so much to develop a method for detailed diagnosis of the 
individual, as first to make sure that certain groups that are vary- 
ingly adjusted socially and morally can be differentiated by means 
of an objective test method. The extent to which the test method 
that has been developed can make such a valid differentiation was 
demonstrated in the last chapter. 

It was thought that it might be worth while at this point to 
inquire into the nature of the individual’s responses to the test 
series. How does the rating of the individual on the behavior 
tests compare with the rating given him by those who know him? 
In considering such a comparison, it must be remembered, that 
there are two grave difficulties in the process: the first is the ever- 
recurring stumbling block, viz., the question of getting reliable 
ratings’ for the subject. The second is one unique to this prob- 
lem, viz., the ratings are to be made on an increasing scale of 
questionable characteristics and interests. Honesty ranges from 
absolute honesty to extreme dishonesty. There can be no average 
dishonest person—he is dishonest for all that. The same is true 
for all other moral qualities. 

In order to meet the first handicap, it was decided to give the 
whole series of tests to a group of forty boys, ages about twelve 
with a range of eighteen months, in a private military school in 
Menlo Park. The boys board at the school; there was every 
reason to believe that the teachers, who live there too, would know 
these boys more intimately than teachers in the public schools 
could know the pupils in their grades. 


1Rucc, H. O. Is the Rating of Human Character Practicable? Jour. Ed. 
Psy., 12, 1921, pp. 425-438, 485-501; 13, 1922, 30-42, 81-93. 


102 ALBERT SYDNEY RAUBENHEIMER 


Three of the teachers were asked to rank the boys on a scale of 
eleven points for each of the following traits: 


I. Overstatement of facts—exaggeration of own qualities, 
knowledge, experience, reliability of report or statement. 
The extremes here were: 
1. Extremely exact and dependable regarding state- 
ments; knows measure of abilities, etc. 
11. Extremely prone to exaggeration; boastful; totally 
wrong conception of own abilities and knowledge. 
II. Attitude towards different “institutions with which the boy 
comes in contact,’ e.g., school, teachers, studies, home, 
scouts, duties, discipline, and the like. Is there evidence of 
indifference, braggadocio, snobbishness? 
The extremes here were: 
1. Very, very healthy and wholesome attitude; realizes 
relative values of factors in his development. 
11. Extremely indifferent; defiant; constantly in 
trouble. 

III. Recognition of social, moral and cultural standards of values 
in the choice of associates, reading, books and pictures, 
means of spending leisure time, forms of amusement, 
hobbies. 

The extremes here were: 
1. Extremely worth while and wholesome selections. 
11. Inclined to make selections of an extremely ques- 
tionable character. 


The teachers were asked to place a boy in one of the eleven 
categories for each of these traits. The points between the 
extremes were not described or defined. The teachers were told 
to think of the eleven steps in terms of particular boys of their 
own selection, and then to rank all forty in terms of their own 
criteria. Each teacher worked independently of the other two. 
The separate rankings of the teachers on each trait were ulti- 
mately combined into one ranking for each trait. 

The combined ranking for trait I was then correlated with the 
combined scores of the boys on Test I, Books Read, and Test VII, 


aa teal 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 103 


Overstatement. These two tests were considered to be testing 
more or less the same trait, viz., exaggeration. The resultant 
correlation was .50. 

The scores on Test II, Character Preference, and Test III, 
Reading Preference, were then separately correlated with the 
combined rankings on Trait III, which gave the correlations of 
.18 and .11 respectively. 

The scores on Test V, Controlled Association, and Test IV, 
Activity Preference, were combined and correlated with the com- 
bined rankings on Trait II. The resultant correlation was .39. 

In the case of four of the tests, then, there is positive evidence 
of a decided agreement between the tests scores and the ratings of 
the teachers. It is interesting to note that there was greatest 
agreement between test scores and rankings at the lower end (the 
undesirable end) of the distribution than at the upper (best end— 
those ranked as less unreliable, etc.). The four cases sought out 
as the worst by the teachers are also those discovered as such by 
different tests. Teachers seem to be well informed of the poor 
qualities of the problem cases; the questionable interests of the 
apparently well adjusted boy do not come to his notice. This, 
perhaps, in part, makes it almost impossible to hope for much 
higher agreement between teachers’ ratings and scores on tests 
that ordinarily reveal the undesirable qualities of a boy’s nature. 


CHAPTER, VII 
SUMMARY AND CONCLUSIONS 


1. The study of Juvenile Delinquency has been almost entirely 
of an historical or biographical nature. The present study was 
an experimental attempt to find out whether delinquent interests 
and practices might not be determined in their earlier development. 

2. The method followed was that of securing comparable test 
data through test situations on groups of boys, eleven- and 
thirteen-year-olds, who were known to differ in the matter of 
social and moral adjustment. 

3. Seven different tests were developed for the purpose of the 
experiment. The emphasis of the tests was on questions related — 
to the interests, preferences and activities of the boys. The 
reliability coefficients for the different tests ranged from .74 to .86. 

4. Three of the tests were given to about two hundred and fifty 
boys in a preliminary experiment to find out whether any differ- 
entiation was possible on the basis of the test responses. 

For the main inquiry the 25 per cent most stable, reliable, 
healthy-minded, and the 25 per cent least stable, reliable, healthy- 
minded eleven- and thirteen-year-old boys were selected from two 
different communities—the one with abundant social and educa- 
tional opportunities, the other less privileged socially and educa- 
tionally. Two control groups were selected from the boys in 
Parental Schools and a State Reformatory for delinquents. 

5. In addition to the above-mentioned tests, the groups were all 
given a group test of mental ability. 

6. The tests were also given to a group of forty boys from a 
private military school; ratings from three teachers on each of 
the boys were compared with their test scores, in order to find out 
the validity of the test scores as approximate measures of the 
delinquent interests and tendencies of the individual boy. 

7. Different statistical methods were used for the purpose of 
analyzing and evaluating the test material. 

The following are the conclusions that may be drawn from 
the study: 


EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 105 


1. The nature of the test responses demonstrates that the form 
and character of the tests served the purpose for which they were 
developed, viz., that of getting an expression of the questionable 
interests and tendencies of boys. 

2. The test responses furthermore show significant differentia- 
tion between the various public school groups with regard to their 
adjustment morally and socially, and the differentiation thus made 
is the more significant in its agreement with that made by the 
teachers, excepting in the case of the thirteen-year-old Ai and Aa 
groups (the groups from the privileged community). The lack 
of differentiation with these groups is due, perhaps, to the fact 
that problem cases from this section of the community very 
seldom go to the public schools; they are placed in private schools. 

3. The differences between the scores of the Parental School 
Group and those of the various public school groups are very 
marked, but are relative in degree to the maturity and environ- 
mental influences of the groups. 

4. It has been demonstrated that the differentiation made by 
some of the tests between individuals of the same group concern- 
ing their particular moral and social habits is valid and significant. 

5. The groups that are most stable and reliable and healthy- 
minded have a consistently higher correlation between their mental 
ages and their test scores than have the correspondingly less 
stable, reliable, and healthy-minded groups. That seems to show 
that, while intelligence is a very important factor in bringing 
about and maintaining desirable adjustments morally and socially, 
the boy who gets steeped in delinquent interests and practices 
goes that way in spite of his intelligence. Factors, other than 
intelligence, seem to function very positively as determinants in 
the development of delinquency. 

6. Judging from the character of the interests and the prefer- 
ences of the less stable and reliable groups in the public schools, 
and the manner in which their interests approach those of the 
Parental School Group, it would seem that one of the main 
characteristics of the potentially delinquent is his lack of appre- 
ciation of moral and social values. 


106 


24. 
25. 


ALBERT SYDNEY RAUBENHEIMER 


BIBLIOGRAPHY 


. Aco, W. Ueber den Willensakt und das Temperament, 1910, 
. Burt, Cyrit. The Causal Factors of Juvenile Crime. British Journal of 


Medical Psychology, Vol. II, Part I, 1923. 


. Cavy, V. M. The Psychology and Pathology of Personality. .Journal. of 


Delinquency, Vol. VII, No. 5, 1922. 


. Dewey, JoHn. Human Nature and Conduct. Henry Holt Co., New York. 
. Downey, JuNE E. The Will Profile. Department of Psychology Bulletin 


No. 3, University of Wyoming, 1919, 


. FERNALD, Grace M. Delinquent Girls. Psychological Bulletin, Vol. XII, 


No. 9, 1915. 


. FERNALD, Guy G. The Defective Delinquent Class Differentiating Tests. 


American Journal of Insanity, 68, 1912. 


. FRANZEN, RaAymonp. Measurement of Non-Intellectual Aspects of 


Behavior. Proceedings of First Annual Conference of Educational 
Research and Guidance, San José Teachers College Bulletin, 1922. 


. Gatton, Francis. Inquiries Into Human Faculty and Its Development, 


1883. 


. Gopparp, H. H. Responsibility of Children in the Juvenile Court. 


Journal of American Inst. of Criminal Law and Criminology, Vol. III, 
No. 3, 1912. 


. Gopparn, H. H., and Hitt, HELtEN F. Delinquent Girls Tested by the Binet 


Scale. Vineland Training School Bulletin, Vol. VIII, 1911-12. 


. GorInG, CHarLes. English Convict, London, 1913. 
. Hearty, WittiamM. The Individual Delinquent. Little, Brown & Co., 1915. 
. Heary, Witttam. The Practical Value of Scientific Study of Juvenile 


Delinquents. U.S. Department of Labor, No. 96, 1922. 


. HeymMans, G., and Wiersma, E. Beitrage zur speziellen Psychologie auf 


Grund einer Massenuntersuchung. Zeitschrift fiir Psychologie, Vol. 
XLII-LI, 1906-09. 


. HottincwortH, H. L. Vocational Psychology. Appleton, 1917. 
. JoHNSON, Burorp. Emotional Instability in Children. Ungraded, 4, 1920. 
. Kettey, T. L. Mental Aspects of Delinquency. University of Texas, 


Bul. No. 1713, 1917. 


. Keniry, T. L. Statistical Method. Macmillan, 1923. 
. Kons, S. C. An Ethical Discrimination Test. Journal of Delinquency, 


Vol. VII, 1922. 


. LAsk, JAcopsoHn-, L. Uber die Fernaldsche Methode zur Priifung des 


Sittlichen Fuhlens und tiber thre weitere Ausgestaltung. Leipzig, 1920.. 


. Pressey, S. L. A Group Scale for Investigating the Emotions. Journal 


of Abnormal Psychology, 16, 1921. 


. Rucc, H. O. Is the Rating of Human Character Practicable? Journal of 


Educational Psychology, Vol. XII, 1921, pp. 425-438, 485-501; Vol. XIII, 
1922, pp. 30-42, 81-93. 

STERN, W. Die differentiele Psychologie in thren methodischen Grund- 
lagen. Leipzig, 1911. 

TERMAN, L. M. The Measurement of Intelligence. Houghton Mifflin Co. 


26. 
27, 


28. 
29. 


30. 


31. 


32. 


-EXPERIMENTAL STUDY OF BEHAVIOR TRAITS 107 


TuHorNDIKE, FE. L. Mental and Social Measurements. Teachers College, 
Columbia University. 

Upton, S., and CHASsELL, CLara. A Scale for Measuring the Habits of 
Good Citizenship. Teachers College Record, No. 20, 1919. 

VoELKER, Paut F. The Function of Ideals and Attitudes in Social Edu- 
cation. Columbia University Contributions to Education, 1921. 

Wess, Epwarp. Character and Intelligence. British Journal of Psy- 
chology, Monograph Supplement No. 1, 1915. 

WESTERMARCK, E. The Origin and Development of Moral Ideas, Vols. I 
and II, London, 1906. 

WiuiAMs, J. H. A Guide to the Rating of Homes—A Guide to the 
Grading of Neighborhoods. Whittier State School Bulletins, Nos. 7 
and 8. 

WuutaMms, J. H. The Intelligence of the Delinquent Boy. Whittier State 
School Journal of Delinquency, Monograph No. 1. 


ioe 4% 


w apa eh 


rls 


ae vy 


a7 
ead wi 97) 





uit, Oe Seep eae Ch. pat 


pe 1% " 
a Le eee % } 





BF21 .P96 v.34 
The influence of tuition in the 


Princeton Theological Seminary—Speer Library 


UIA 


1 1012 00008 5474 




























































i be ehy fe Rie wh tbe ‘ [ 
ee base ates Hp fe Aca 
betsy ‘ { i vr " 
Hit pega ga J ; V4 runes ‘ tg { Fi 
ol bait Fe ‘ : a ! fi . 
Aen , : : i 
rineeitre ; j , f f i (a 
/ b6 : ; } ; : - 
rN i tery Pilate ys eats pt Y f : \ 
piv ide ey ay} { i 
th fa wd ; j ‘ 
when 4 ; Sirk Pars ere V1 i ( 
4 iy ei eh eat? ed t i ; 
hibtet v7 i i ve ro pie ; i ‘ y f 
hil aeed iekeb vie ie Biiket t bina 4 
je dirs ’ Rit fi i 
f 5 f 
er > ‘ a het + 
i ‘ 
¥ ? bet ’ Mi 
bie : pdeds Rt eLehib re } ‘ : 
twain hytek id ' 
, ais ‘ $f Woiet 
4 2 hasete stoi te 
4 fii fi iT 
t ba bel ' ve be 4 I 
Pier iat r E ’ i | ’ Y 
y v8 ‘ E fleet is 
% t (ay ry ns i 
edit wee ei ; 
ie bhi ri i 
' ies : Bai opis i ; 
Wee ' t+ 7 to a f 
ve ; DiS eg Pere eet tir 
bt ht i‘ , 4 
er 5 { 
*. i b et Oh ’ 
i j : naan 
Meat a 7 j ‘ 
i { ; es fit ‘ 
Yi . : ‘ 
' Abie yt } oinsbieie at L i ' 
< b. ve ' 
; bik pte ; eat ' ' 
belts : ea j rs i i 
oy patel: Het ‘ ; i 
; i ' : 
' ; viet et fists 
‘ ‘ i ; i hare f 
4 ‘ ‘ 
; 
frag , 


